A PROFILE OF STUDENTS’ SKILLS IN WRITING LITERARY RESPONSES: (A Case Study at English Education Department, Indonesia University of Education).

Table of Contents

Appropal ... i Declaration ... ii Preface ... iii Acknowledgment ... ip Abstract ... p Table of Contents ... 1 List of Tables 3

List of Figures 4

CHAPTER I Error! Bookmark not defined.

INTRODUCTION ... Error! Bookmark not defined. 1.1. Background for the Study ... Error! Bookmark not defined. 1.2. Research Questions ... Error! Bookmark not defined. 1.3. Purpose of the study ... Error! Bookmark not defined. 1.4. Significance of the study ... Error! Bookmark not defined. 1.5. Organization of Thesis ... Error! Bookmark not defined. CHAPTER II Error! Bookmark not defined.

LITERATURE REVIEW ... Error! Bookmark not defined. 2.1. Writing in Literature Classroom ... Error! Bookmark not defined. 2.2. Genre in Literature Classrooms ... Error! Bookmark not defined. 2.3. The Teaching of Genre in Literature classroom ... Error! Bookmark not defined. 2.4. Concluding Remark ... Error! Bookmark not defined. CHAPTER III Error! Bookmark not defined.

RESEARCH METHODS ... Error! Bookmark not defined. 3.1. Research Design ... Error! Bookmark not defined. 3.2. Context ... Error! Bookmark not defined.

3.2.1. Site ... Error! Bookmark not defined. 3.2.2. Participants ... Error! Bookmark not defined. 3.3. Data Collection Procedure ... Error! Bookmark not defined. 3.3.1. Classroom Observation ... Error! Bookmark not defined. 3.3.2. Documentation ... Error! Bookmark not defined. 3.3.3. Interview ... Error! Bookmark not defined. 3.4. Data Analysis Method ... Error! Bookmark not defined. 3.5. Functional Grammar (SFG) as Analytical Framework . Error! Bookmark not defined.

3.5.1. Analysis of Textual Meanings: Theme-Rheme systemError! Bookmark not defined. 3.5.2. Analysis of Experiential Meaning: Transitivity SystemError! Bookmark not defined. 3.6. Concluding Remark ... Error! Bookmark not defined. CHAPTER IV Error! Bookmark not defined.

DATA PRESENTATION AND ANALYSIS ... Error! Bookmark not defined. 4.1. Data from Classroom Observation ... Error! Bookmark not defined. 4.2. Data from Documentation ... Error! Bookmark not defined. 4.2.1. The Schematic Structure of text KT-1 ... Error! Bookmark not defined. 4.2.2. The Linguistic Features of Text KT-1 ... Error! Bookmark not defined. 4.2.3. The Schematic Structure of Text LT-2 ... Error! Bookmark not defined. 4.2.4. The Linguistic Feature of Text LT-2 ... Error! Bookmark not defined. 4.3. Data from interview ... Error! Bookmark not defined. 4.3.1. Interview with the students ... Error! Bookmark not defined. 4.3.2. Interview with the lecturer ... Error! Bookmark not defined. 4.4. Concluding Remark ... Error! Bookmark not defined. CHAPTER V Error! Bookmark not defined.

CONCLUSIONS AND RECOMMENDATIONS ... Error! Bookmark not defined. 5.1. Conclusions ... Error! Bookmark not defined. 5.2. Recommendations ... Error! Bookmark not defined. Appendix ... 94

List of Tables

Tabel 4.1 Teaching and Learning Activities for Guiding Writing Literary ResponseError! Bookmark not define Tabel 4.2 Process Type of Text KT-1 ... Error! Bookmark not defined.

Table 4.3 Summary of Topical Theme ... Error! Bookmark not defined. Tabel 4.4 Summary of Textual Theme ... Error! Bookmark not defined. Tabel 4.5 Process Type of Text LT-2 ... Error! Bookmark not defined. Tabel 4.6 Summary of Topical Theme ... Error! Bookmark not defined. Tabel 4.7 Summary of Textual Theme ... Error! Bookmark not defined. Tabel 4.8 Process Type of Text MT-3 ... Error! Bookmark not defined. Tabel 4.9 Summary of Topical Theme ... Error! Bookmark not defined.

List of Figures

Figure 3.1 Types of Themes ... Error! Bookmark not defined. Figure 2.2 Types of Circumstances ... Error! Bookmark not defined.

1 CHAPTER I

INTRODUCTION

This study investigates students’ skills in writing literary responses in literature classroom. By adopting Functional Grammar as text analysis tool (Halliday, 1994), this research aims to examine students’ writing performance by explaining the schematic structure and the linguistic features of students’ texts. As the production of the texts is influenced by the context where it happens, this study is also intended to portray the teaching and learning activities which facilitate the writing skills. Finally the students’ and the lecturer’s perception about writing literary responses will also be figured out.

In this first chapter, the general idea of the study along with the reasons why it is conducted is discussed in sections (section 1.1, 1.2, 1.3, 1.4 and 1.5). Section 1.1 discusses the essential reasons why this study is carried out. Section 1.2 talks about the research questions that guide the study. Then, section 1.3 describes the aims of the study. Section 1.4 explains the significance of the study to the teaching and learning methodology. The last section, which is section 1.5, explains the organization of the thesis.

1.1.Background for the Study

Literature teaching plays a very important role in language learning. Literature teaching enables the learners to explore the language used in literature and to use language for writing and talking about the literature (Parkinson & Thomas, 2000: 3). It is expected that literature teaching is able to invite the

2 students to appreciate literary works and to invite them to use appropriate language for articulating their appreciation. It is in line with the goal of literature teaching in which students are expected to be able to have competence in literary response which means that a reader who is literary competent is able to communicate with and about literature (Coenen, 1992 in Rijlaarsdam et al, 2006). In EFL context, the focus of language in literature teaching has long been established. It means that the relationship between language and literature is closely related. Both of them should be taught hand in hand. By doing this, students are capable of improving knowledge about literature and enhancing their language skills such as reading and writing.

The integration of literature teaching and language teaching is very important, especially in EFL context. It is based on the notion that EFL students need to acquire English, as well as learn difficult subject matter through English (Mohan, 1986: 3). In this case, if the students are involved in an English speaking community, i.e. literature subject, students will greatly enhance their capabilities in learning language. That is the students will be aware of the language which is appropriate with the skills and ways of thinking expected by the literature subject. Writing, as one of the important skills in literature subject, requires a specific language use. It is specific because it has “ways of meaning or ways of organizing experience, information, and ideas in distinctively different language patterns” (Christie in Couture, 1986:221). In other words, it has its own expected skills or ways of thinking. That is to respond to literary texts; or to interpret and to analyze literary works for higher level education (Marshall, 1990; Purves, Roger

3 & Soters, 1990; Feez & Joyce, 1998; Gibbons, 2009). Specifically, in higher level education, “students are asked to write a number of expository texts that must function in quite specific ways”(Christie in Couture, 1986: 234). Therefore, literary response text which has similar nature with expository texts becomes the most valued genre in literature subject. It invites the students to develop the language skills appropriate with its ways of thinking, particularly critical thinking. In this case, as Christie suggests, students in literature classrooms should be familiarized with literary response genre. By writing literary response text, the students will have a chance to make sense literature analytically and to develop language necessary to it. Furthermore, their writings will be more effective and more reader oriented. Besides that, students will understand the purpose of writing and know what they need to do with language appropriate with related subject matter.

However, it is often the case that students’ writings are not as expected. The language used in students’ literary response is ineffective. It contains too many words. Besides, it often uses awkward and inappropriate language. As a result, their writings do not fulfill the purpose of literary response text. In addition, students often “are not prepared to meet the special requirements of writing assignments in the upper grades” (Christie in Couture, 1986: 234), as can be seen later in class observation (section 4.1) and analysis of text in section 4.2.

Likewise, the teacher often does not explicitly guide the students to use appropriate language that is suitable for the literary response text. They tend to direct the students to write freely without considering the appropriate language

4 use. Even if they concern with the language use of literary response text, they tend to have a little knowledge about it and about the way how to guide the students to write their responses. At this point, according to Christie in Couture, the teachers’ inability to explain clearly the conventional features (schematic structure and linguistic features) of literary response text to some degree brings about “students’ failure to meet the requirements of more sophisticated genre” (p. 234).

Given the reasons above, it is eminent to investigate students’ skills in writing literary responses. Through the investigation, how the students write (both schematic structures and linguistic features) literary responses can be evaluated. Additionally, by capturing the actual portrayal of the teaching and learning activities in which the texts are produced and students’ perceptions about the writing activity, this study will explain that language should be introduced explicitly to the content classroom (i.e. literature classes).

1.2.Research Questions

The main question that guides this study is how do college students perform skills in writing literary responses? In order to answer the question above, it is broken down into the following questions:

1. What teaching and learning activities that facilitate students’ skills in writing literary responses?

2. What are the schematic structures and the linguistic features of the literary response texts written by students?

3. What are the students’ and the lecturer’s perceptions about writing literary responses?

5 1.3.Purpose of the study

The main goal of this study is to explain college students’ capabilities in writing literary responses. To do this, the main goal above is elaborated as follows:

1. To identify the teaching and learning activities that facilitate students’ skills in writing literary response

2. To identify the schematic structures and the linguistic features of students’ literary response texts

3. To find out the students’ and the lecturer’s perception about writing literary responses

1.4.Significance of the study

The significance of this study can be explained from three aspects. First, since this study investigates the teaching strategies that effectively promote students skills in writing literary response, it is very likely that the findings would serve as a reference for future development for pedagogical practice in literature class of the setting of this study. In this case, this study will explain how lecturer guides students to write literary response. That is how she invites the students to use appropriate language in writing literary response.

Second, this study enriches theoretical reference of the teaching of writing skills in literature class. This study informs how students in college literature class organize their writing and what linguistic features they use in their writing. Moreover, it will give insights about students’ abilities in writing literary

6 responses. The description of how students with different level of achievement use language for showing their understanding gives information what each level lacks or have. Consequently, this may help the teacher in treating the students in days to come. Finally, it is expected that this study may provide college students with the knowledge how to improve skills in writing literary responses.

1.5.Organization of Thesis

This thesis is organized into five chapters. Each chapter discusses ideas related to the major topic of the investigation. The following points describe in details what each chapter consists of.

1. The first chapter mainly deals with the motives of conducting the study, the research questions, the purposes of the study and its significances. 2. The second chapter presents the literature review which becomes the basis

of the research. It includes writing in literature classroom, genre in literature classroom and the teaching of genre in literature classroom. 3. The third chapter describes the methodology used in the study. The

description takes account of research design, the context of the study, data collection method, data analysis method and issue on validity. Along with these, discussion of Functional Grammar (FG) as an analysis tool is also presented.

4. The fourth chapter presents and discusses the findings.

5. Finally, the last chapter gives several conclusions synthesized from the investigation and recommendation for another related study.

21 CHAPTER III

RESEARCH METHODS

This chapter discusses several important procedures for conducting the research. They include research design, context, data collection method, data analysis method, Functional Grammar (FG) as analytical framework. These procedures can be seen in the following sections.

1.1. Research Design

In order to answer the research questions, this study employs a qualitative research design. Through qualitative research design, according to Silverman, the researcher has an opportunity to get a “complex, holistic picture” (2005:15) of the students’ ability in writing literary responses and the class activities which promote the ability. The second reason is that a qualitative research design allows the researcher to examine students’ written texts that were produced in natural classroom activities (Sugiyono, 2007:8, Silverman see also Alwasilah, 2000: 78). Nunan explained that natural classroom was genuine classroom which means “classrooms which have been specifically constituted for teaching purposes” (2000:92), not those which are intentionally established for attaining the research objectives. Therefore, in order to keep this naturalness, the researcher avoided any act of manipulations or interventions to the classroom activities by focusing on actual language used by students in writing and spontaneous actions and talks between lecturer and students.

22 A qualitative case study design was also employed in this research. This study was chosen because it allows the researcher to investigate a phenomenon in single case or in “a single instance of a class of objects or entities” (Nunan, 2000:79; Merriam, 1988: 36). That is to explore students’ skill in writing literary responses in English department of Indonesia University of Education. Moreover, through case study, the exploration can be done by using “multiple sources of evidence” (Yin, 1984:23) or can be conducted “over time through detailed, in depth data collection involving multiple sources of information rich in context” (Cresswell, 1998: 61). Therefore, in this study, the researcher used observation, interview and documents as the sources in order to get a comprehensive portrayal and explanation on the skills of writing literary response, the teaching and learning activities that promote the skill and students’ perception on the skills. Another reason of choosing case study design was that it enables the researcher to use textual analysis using Functional Grammar as an analysis tool. Functional grammar is “one of a variety of linguistic approaches that have been well developed in the area of education” (Freebody , 2003: 185 in Emi, 2005: 75).

1.2. Context

1.2.1. Site

This study was conducted at the Department of English, Indonesia University of Education Bandung. This research site was chosen for the reason of the naturalness of data emergence. It means for the year 2009/2010 the Department of English has provided Literature subject in which the teaching of text type is included. The availability of this classroom made the researcher did

23 not plan anything for the class activities and intervene on the class activities as well. By this, the result of the exploration on the actual language use in literature classroom is legitimately promoted.

In addition, doing investigation in Literature classroom potentially gives pedagogical contribution to institution where the writer belongs to and surely to research site. That is to give a clearer picture of students’ skills in writing literary response.

Specifically, the literature classroom selected for this topic was the one for education program. Based on the research objective, it aims at capturing the activities of education program in preparing students-teacher trainee in exercising themselves in making written response. The students-teacher trainee was those who are responsible for the teaching of literature in the future in middle level of education.

The research site was chosen for the ease of accessibility as well. The site, which is the same place where the writer is taking postgraduate level, offered a familiar and comfortable atmosphere for establishing a rapport between the writer and the respondents. In this case, as the student of graduate level, the writer was familiar enough with the ethical procedure and the academic practice of the campus. Moreover, when coming to the site for the first time the lecturer, the administration staff, and the students gave a warm welcome to the researcher that makes it easier for the researcher to have further investigation. All these circumstances were very useful for the process of data collection. The choice of this site was also based on the reason that the writer did not spend much time in

24 reaching the place so that it is easier for the researcher to make contact with the participants if any confirmation and clarification were needed.

1.2.2. Participants

The participants involved in this study were both the lecturer and the students. One lecturer was selected as the respondent. She was selected because she is one of the teaching staff at the research site who teaches literature and invites the students to write formal academic essay which is called literary response text in this study. In the classroom, she usually asks students to read short stories or novel and to instruct them to write a literary response. In this case, she was regarded as the one who knows a lot about students’ performance when responding to literary text. Thus it was expected she gave a lot of information how students of English education program of the site wrote a response text.

Instead of having more students-participants, this study chose only three students of education program of the site year 2007/2008 who were taking Exploring Prose as the main participants. This is so for the text yielded by each individual contains around 1000-1500 words which are actually too long to be analyzed textually. According to Halliday (1994: xxxiii), it is better to have short text example so that it is easier to recognize or to identify a certain feature of language use. Therefore, in order to have an easier and deeper investigation or identification of the features of language use, the writer decided to take only three longer examples.

These three students were chosen depending upon their academic achievement. They represented high, mid and low achievers respectively. To

25 categorize them, the researcher has consulted to the database available in the administration office. On the basis of this database, the researcher determined that high achiever was one whose GPA is >3.4, mid achiever was one with GPA between 3 and 3.4, and low achiever is with GPA below 3. Besides considering the GPA, in order to have a more complete picture of the students’ skill in writing literary response, students writing grades were also taken into account. At this point, the researcher consulted it with the lecturer so that appropriate respondents will give appropriate data source.

1.3. Data Collection Procedure

Since qualitative case study allows the collection of data from several sources of evidences (Yin, 1984: 20; Cresswell, 1998:61; see also Silverman, 2005), this study employed three techniques of data collection procedure. These techniques include doing classroom observation, documentation and interview. Each technique has been established as “a series of interrelated activities” (Cresswell, 1998: 110) in order to provide evidence for answering the addressed research questions. The elucidation of data collection technique along with its data type is described as follows.

1.3.1. Classroom Observation

The first step of doing data collection was classroom observation. The purpose of doing this observation is to answer the second research question. Therefore, in order to make the research was still on track, the second research question was used as the reference of doing the observation (Alwasilah, 2006). In

26 this case, the classroom observation aims at capturing the class activities which promotes students’ writing skills. That is observing the teaching instructions applied and the action along with the response of the students (Van Lier in Parman (2005:29)).

The observation which was done in Exploring Prose class was conducted only in four meetings from October 14th until November 27th 2009. As suggested by Merriam (1988:169), it is better for the researcher to have long term observations over a period of times. However, in this study, the long term observation can not be executed reminding that the schedule of the class sessions was intruded because of the September 2009 earthquake.

The role of the researcher in the observation was non-participant observer or a “complete observer” (Cresswel, 1998:125). It means that she did not involve in the classroom activities. In other words she did not participate and intervene on the teaching and learning process.

One of the weaknesses of doing observation was the tendency that the participants get threatened because of the documentation of their behaviors (Alwasilah, 2006: 155). Clearly, it makes the class situation becomes unnatural. In order to keep the naturalness of the data, the researcher always had a seat at the side or at the back side of the classroom. More to the point, she did not get involved in the class activities. She did not interrupt what the lecturer’s and students’ did in the class. Sitting at the back, the observer recorded the lecturer’s and the students’ activities. Video tape and audiotape recorder was used as a tool for capturing all the respondents’ action and talk. The use of these equipments is

27 very important for increasing the validity and the reliability of the research because all the recorded activities can be examined once again by the researcher another time. During the process of recording she also took notes on some important aspects related to the research problem. At the end of each class observation, she immediately wrote summary of what happened to the class. The whole classroom observation was completed in the fifth meeting. That is when the researcher has believed that the research problem has adequately proved by the data or when the data taken was saturated.

1.3.2. Documentation

Documents, according to Alwasilah (2006:155), are something which are written or documented without deliberately requested by the researcher. Further, documents can be labeled into letters, memoirs, autobiography, newspaper articles, medical records, editorial, and brochure. Documents which will be analyzed in this study includes syllabus, hands out, students’ notes and students’ texts.

At this phase, to begin with, documents like syllabus, hands out from the lecturer, and students’ notes were collected. Particularly, these documents were collected during classroom observation. These documents were evidences that were useful for supporting the data from classroom observation and interview (Guba & Lincoln, 1981).

Then, documentation was also conducted by collecting students’ texts. According to Bogdan, students’ texts were considered as “any first person narrative produced by an individual which describes his or her own actions,

28 experience and belief” (cited in Sugiono, 2007:40). Students written texts were a relevant data source for answering the first research question. That is giving evidence on the students’ actual language use in writing literary response.

The text for the analysis was an individual take home assignment. After four weeks of learning how to respond to literary texts, the students were asked by the lecturer to have an individual take home essay writing assignment. They were asked to write an essay in minimally one of two page length. In this essay, they should respond and give analysis on the character in a short story which is entitled My Cousin Clarette. The instruction that the students should avoid any reproduction of any related texts from internet was considered to be very helpful in decreasing plagiarism which is potentially decreasing the validity of the research. This makes any act of copying was penalized with the decrease of the students’ score.

The students’ texts were collected one week later after they were completely done by the students. Afterwards in order to have authentic work of students’ texts which increase the research validity, the researcher consulted the students’ texts to the lecturer. Both of them worked together in determining which texts’ that should be analyzed textually.

1.3.3. Interview

The final step of collecting data was doing interview. The purpose of doing the interview is to have “in-depth information” about the way the students write literary response. The interview provides the data which do not appear in classroom observation. The interview was carried out both formally and

29 informally, and was administered not only to the lecturer but also to the students. The following passages give details how the interview with the lecturer and the students was organized.

Interview with the lecturer

As the point of departure of doing interview, the respondent lecturer was interviewed informally. This informal interview is used to have information about the objective of the lesson, course schedule, students’ background, and any supporting information which is useful for doing the research. Beside informal way, the formal interview was carried out. The formal interview was conducted in the second week of observation. This aims at getting information about what the lecturer was going to do in the classroom. Specifically, the interview with the lecturer was used in order to seek the objective of the learning, the writing instruction, the lecturer’s opinion about the class activities which facilitate the responses writing. Later, the data of this interview can be corroborated with the data from students’ interview.

The interview was a semi structured one in which open ended questions to be asked. Its advantage is to allow the respondent lecturer to share her opinions generously about the research problem (Nunan, 1992: 149). Moreover, the researcher was able to use her responses as “the basis for further inquiry” (Yin, 84:83).

The interview was audio taped so that any important data was not lost. Moreover, during the interview session, the researcher took notes on several important information which emerged from the conversation. Ultimately the

30 conversation between the researcher and the respondent lecturer was transcribed immediately after each interview session.

The interview with the lecturer was also conducted after each session of classroom observation. The lecturer was interviewed in order to explain what she had done in the class. These recurring interviews, according to Nunan (1992:94), are called “stimulated recalls” technique. Trough this technique the researcher asked the respondent lecturer “and, where possible the students to comment on what was happening at the time that the teaching and learning took place” Nunan (1992: 94).

Interview with the students

Interview with the students was conducted at the end of the research exactly after the students had submitted their individual assignment. The data to be obtained were focused on their perceptions and experience about the activities in reader response classroom and how they make meaning on their written response. The list of the questions of this interview is shown in appendices.

The interview was conducted individually to three students who have been selected as the respondents. Similar to the interview with the lecturer, the interview was a semi-structured in nature. The interview was audio taped and during that time, any important facts were noted down by the researcher. Immediately after the interview, it was transcribed so that any critical information was not lost.

31 1.4. Data Analysis Method

The first step that researcher took for data analysis phase was determining general analytic strategy (Yin, 1984). As suggested by Yin, the general analytic strategy is helpful for deciding “among different techniques and to complete the analytic phase of the research successfully”. Reminding that this study needs an explanation of causal relationship between skills and the activities that lead to the skills, developing a case description was chosen as a general analytic strategy. Developing a case description like this enables the analysis of the data by following the phase of data collection (Yin, 1984: 102) see also Winston Tellis at

http://www.nova.edu/ssss/QR/QR3-2/tellis1.html.

According to Alwasilah (2005), analyzing the data trough out the data collection procedure embraces bottom-up process. That is to use principally information which is already present in the data. Thus, in this study, the researcher organized and examined the data from the beginning and during each procedure of data collection. By doing this, the researcher was able to consistently sharpen the focus of the study.

From the classroom observation, the researcher got field notes and the recorded audio video data of classroom observation. This recorded audio video, then, was transcribed to obtain a complete and detail picture of both the lecturer- students’ activity and their talks. The transcriptions and field notes were studied to gain area of focus by referring to the second research question. Based on this area of focus, it was found that the categorization will be based on the activities which facilitate students’ in writing literary responses. That is activities, as discussed in

32 Chapter Two, which bear a resemblance to teaching cycle as suggested by experts like Derewianka (1998), Butt et al (2000) and Gibbons (2009). This categorization was then interpreted in order to explain the teaching and learning activities which facilitate students’ skills in writing literary responses.

Data from documentation, students’ texts, were analyzed textually by using Functional Grammar (FG). This data analysis denotes the first research questions. That is about the schematic structure and the linguistic feature used by the students. The schematic structures of the students’ texts were analyzed by referring to the standard of interpretation text as revealed by Feez and Joyce (2000) and Feez & Joyce in Gibbons (2009). Having read the students texts for getting an area of idea, the researcher give notes on the margin of the students’ texts. Afterwards, she makes the summary from these notes. Next the schematic structure of students’ texts were categorized depending on students’ achievement in order to find the pattern. In the end, these patterns were conceptualized by comparing and contrasting it with the standard one and with each individual trend. The linguistic features of students’ texts were transcribed by using two language systems in Functional Grammar (FG): transitivity and theme-rheme. The purpose of using these two systems is based on the notion that it is mostly appropriate to see how the students organize language suitable with the use (Bernhardt in Couture, 1986). These systems were tabulated in a table simultaneously. The result of the transcription, after that, was organized based on their emergence frequency. For instance, for the transitivity system, the frequency of participants, material, verbal process, relational process, behavior, mental

33 process, existential process, circumstances were calculated so as to find what language pattern students tend to use. In this case, descriptive statistics tables were used for illustrating the frequency. On the basis of these patterns, next, interpretation through functional perspective will be made.

The analysis of data from interview was also carried out consistently along with data collection. This phase started on the interview with the lecturer. When the researcher has done the interview, she immediately transcribed it and read the whole transcription for getting the general idea. Subsequently, the transcription was categorized by its theme. The theme includes are the objective of the learning, the writing instruction held by the lecturer, the lecturer’s opinion about the class activities, and opinion about the students’ performance. In this case, theme analysis was considered to be appropriate for this study since it allows the analysis of respondents’ experience (Mahrer, 1988; Spradley, 1979; Taylor &

Bogdan, 1984 in Aronson as cited in

http://www.nova.edu/ssss/QR/BackIssues/QR2-1/aronson.html). Thus, every question in the interview session which is indicated a certain theme was tabulated in a diagram so that how the lecturer responds to each theme can be figured out.

Similarly, the recorded audio video from the students’ interview were transcribed immediately after the interview session. The transcription was categorized subject to its theme so that each student’ experience can be compared and contrasted. The themes are students’ understanding about the objective of the learning, the purpose of the writing, their difficulty in writing, their experience when writing literary responses, their opinion and knowledge about writing

34 literary responses. Consequently, how high achiever, mid achiever and low achiever make meaning in the written text can be explained.

As a final point, all the arranged data coming from all phases of data analysis were correlated for building a logical chain of evidence. Next, those organized data were related with the conceptual framework which has been established before so that the answer to the grand tour question “How do students perform their skills in writing literary responses?” can be obtained.

Another thing that becomes urgent consideration in the analysis phase was maintaining the validity and reliability of the research. Having collected the data and obtaining several findings, the researcher came again to the research site in order to have the respondents’ verification on it. This was member check as described in data collection procedure. As explained before, member check was used to gain the respondents’ feedback on certain information from the data source. By doing member check, the researcher was capable of reducing several information which are not relevant to the research problem.

1.5. Functional Grammar (SFG) as Analytical Framework

As discussed before, this study used Functional Grammar (SFG) as a framework for analysis. By employing this framework which has been the work of Halliday and his associates (Halliday and Mathiessen, 2004; Eggins, 1994; Gerot and Wignell, 1995; Martin, Mathiessen, and Painter, 1997; and Butt et. al, 2001), the schematic structure and the linguistic feature students choose for wording their response can be figured out. In the sections below, the review of

35 two strands of meaning in SFG: theme-rheme and transitivity system alongside its examples is presented.

1.5.1. Analysis of Textual Meanings: Theme-Rheme system

Theme is considered to be a point of departure in each clause. In other words, it always comes first in the clause. Each theme brings a certain message in it and it collaborates with the previous and subsequent theme to make complete meaning. Theme is also connected with rheme which always comes after theme and which provides new information to the clause. There are three types of theme. They are topical theme, textual theme and interpersonal theme.

Topical theme or ideational theme is “usually but not always the first nominal group in the clause” (Gerot &Wignel, 1994:104). It takes the position of subject in the case of unmarked theme. Conversely, when it does not replace the subject position, it is labeled as marked topical theme which means that the occurrence of the theme is less typical or it is not common to happen. Besides nominal group, topical theme can also be in the form of verbal group, adverbial group and prepositional group (Gerot & Wignel, 1994; Martin et.al.; 1997).

Examples:

Clarette Can be seen as a fashionable girl

Topical Theme Rheme

In that time, Clarette is visualized as a fashionable, annoying, and manipulative girl,

Marked Topical Theme Topical Theme

Rheme

Textual theme is used to relate messages existed in the context. It is likely to occur in the form of conjunction, continuatives, conjunctive adjuncts and

36 wh-relatives (Gerot & Wignel, 1994). They come about in the beginning of the clauses as point of departure but never be a topical one.

Examples:

When her parents intend to get divorce

Textual Theme Topical Theme Rheme

I think, Clarette (was) is an annoying, moody and

unhappy person. Interpersonal Theme Topica Theme Rheme

Ultimately, clauses can also be started by interpersonal meaning which indicates “the kind of interaction between speakers or the positions which they are taking” (Butt et.al., 2000; 138). Interpersonal theme is often characterized by the finite in interrogative, wh- element, vocative, and adjunct (Gerot & Wignel, 1994; Martin et.al., 1997; Butt et.al., 2000). Further Halliday (1994; 58, 354) suggested that expression like I should think or You know which express speaker’s opinion should be considered as interpersonal metaphors of modality. Therefore it is also interpersonal themes in the way that its function is similar with adjunct. The following figure summarizes the classification of themes.

37 Figure 3.1 Types of Themes

Textual Theme Continuatives (e.g., well) Conjunctions (e.g., and, or, but)

Conjunctive Adjuncts (e.g., however, therefore, because, although)

Wh-relatives (can be textual and topical, e.g., which, who)

Interpersonal Theme Vocatives (e.g., Dona, Sir, Madam)

Modal Adjuncts (e.g., probably, usually, frankly) Finite Elements (e.g., modal auxiliaries, be auxiliary)

Wh-question words (can be interpersonal and topical, e.g., who, what, where, how, why)

Ideational/Topical Theme Participant (nominal group, e.g., house, some books)

Circumstance (adverbial group, e.g., in Indonesia, at the dawn of 21st century)

Process (verbal group, e.g., given the need above, dealing with those circumstances)

Thematic progression is very useful for evaluating the organization of a text in order to check the cohesiveness and the coherence. There are three types of progression: zig-zag pattern, reiteration and multiple theme. In this study, the discussion of the thematic progression will be limited to the zig-zag and the reiteration pattern.

The zig-zag pattern developed the theme in the way: the theme which is introduced in the rheme in clause 1 gets promoted to become the theme of clause 2 (See Eggins, 2004). We can see it in the following two clauses.

(1) In the early years of the Republic, local languages continued to be used in some places as the medium of instruction in the first years of primary school

(2) but this practice has now almost entirely disappeared.

Reiteration allows the theme to be organized repeatedly. The repetition is simply used for the sake of cohesion or in order to make the text focus on what is

38 dealing about (Eggins, 2004:324). The clauses below show this type of development.

(1) Clarette is also an annoying girl especially for Victoria

(2) She often complains and criticizes about Victoria’s dolls, school, neighborhood, best friend, teeth and name.

The exchange of information between successive theme and rheme pairings in a text is called thematic progression (Eggins, 1994). By seeing the progression of thematic element, it can be noted whether or not a text is cohesive. Thus, through thematic progression analysis, teachers are able to evaluate the cohesion of student’s response and then may decide a judgment that their writing is considered to be good or not.

1.5.2. Analysis of Experiential Meaning: Transitivity System

The transitivity system allows us to analyze: who does what, to whom and under what circumstances. This system is used to put together our experience of the world around us. Through this system, the structure of language can be seen through the speaker (participant), the process (realized by verb) and the circumstances (realized by adverb).

There are six major processes that are often used for realizing the experiences. They are material process, mental process, relational process, verbal, existential and behavioral process. Each of them, which takes a certain participant with them, has their own function in the clause. Mental process, for example, usually collaborates with senser and phenomenon; whereas relational process often takes carrier/token and attribute/value as its participants. Analyzing process

39 type, hence, can not be separated from analyzing the participants involved in it neither do the circumstances (Eggins, 2004: 214).

Material process is the process of doing (Halliday: , Eggins: 215) where there is always an actor which refers to someone who does something. In a clause, it is often followed by someone or something functioning as goal. A goal is “the participant at whom the process is directed, to whom the action is extended” (Eggins, 2004). Material process has another participant instead of goal; it is called range. Range as suggested by Halliday (1994) “specifies one of two things: (1) either it is a restatement or continuation of the process itself or (2) it expresses the extent or ‘range’ of the process. Besides goal and range, recipient and client are two other optional participants which go along the material process. Recipient refers to “the one to whom something is given”(Eggins, 2004) or “one that goods are given to (1994:145) while client is “one that services are done for”(, ibid) or “the one for whom something is done” (Eggins, 2004).

Example of material process analysis:

18. In the end of the story she (did) (a) suicide

Circ: Location: Place Actor Process : Material Range

Mental process has to do with cognition, affection, and perception (Halliday, 1994). It is the system chosen for making real about our thinking and feeling of the world. The participants involved are senser (that is the one who feels, thinks, and perceives) and phenomenon (something which is emotionally felt, thought about or perceived).

40

As She hates her parents’ divorce

Senser Process: Mental: Affect Phenomenon

Relational process concerned with being (Halliday, 1994; Eggins, 2004; Martin, 1997). It also includes states of possessing, becoming and having. The relational process is either identifying or attributive. The difference is that identifying refers to the process that “relates participants to its general characteristics or description” (Butt et.al, 2000:58) ), whereas attributive tend to be something which becomes an attribute to X or “assign a quality to something” (Gerot & Wignel, 1994:67). In this case, Martin points out the distinction between identifying and attributive lies on the fact “class membership (attributive) and symbolization (identifying)” (Martin, 1997:106). If the process is attributive, the participants will be carrier and attributive. See the following example:

Clarette Is also an annoying girl especially for Victoria Carrier Attributive: Intensive Attribute Client

On the other hand, if the process is identifying, the participants are token and value. Example:

Clarette also shows herself as a manipulative girl.

Token Relational Identifying Agent Value/Circumstance : Role

Verbal process is used to “construe saying” (Butt.et.al, 2000). It represents process of saying (Gerot,1994: 62; Martin, 1997: 108). It includes all modes of expression such as asking, commanding, offering, showing and indicating. The participants taken in the process are sayer and receiver. Sayer refers to the participant who says, tells, states, asks, suggests and so forth. Receiver is the

41 participant the verbal process is addressed to. Ultimately, verbal process also includes the analysis of what is being said or verbiage.

Example :

The story tends to tell the readers

Sayer Process : Verbal Recipient

Behavioral process, to which behaver becomes the main participant, is in the border line between material and mental process. It embraces material categories in which an actor does something and mental categories (i.e., thinking and feeling) as well. Thus, it signals psychological and physiological aspect. At this point, Martin defines:

The border area between material processes and behavioral ones is covered by two main types, physiological processes-twitch, shiver, tremble, sweat, etc.- and social processes – kiss, hug, embrace, dance, play etc. Both of these shade into the verbal type, from different angles; physiologically: cough, gasp, stutter, and socially: chat, talk, gossip etc. (Martin, 1997:109).

Because part of behavioral process is mental, it includes verbs that are psychologically in nature, i.e., see, hear, smell, taste, etc. Behavioral process, according to Martin, is like the mental one since one of the participants should be humanly conscious (1997).

Example:

She often Complains

Behaver Circ: Frequency Process : Behavioral

Finally, existential process is used to “construe being as simple existence,” (Butt et.al, 2000: 58). It is usually preceded by there in subject position. However, there it self is excluded from the analysis. The focus has been put on the existent; that is the only one participant introduced to the text.

42 Example:

Once upon a time there was a very beautiful girl

Circ : Location Existential Existent

A notice should be paid on the circumstance which gives more information on the processes. Circumstance contains information to which questions like where and when the process takes place, the reason why the process is done or how the process is done are addressed. For more detail information, see the following figure:

43 Figure 2.2 Types of Circumstances

No. Types of

Circumstances

Sub Types Ask About Examples

1. Extent Temporal for how long? For six hours

Spatial How far? for nine miles

2. Location Temporal When? During vacation; in April

Spatial Where? In Jakarta

3. Manner Means By what means? By bus; with a knife

Quality How? Slowly

Comparison What like? As soon as possible

4. Cause Reason Why? Because of the rain

Purpose For what purpose? For better understanding Behalf On whose behalf? On behalf of us all 5. Contingency Condition Under what conditions? In the event of rain

Concession Despite what? In spite of the storm 6. Accompaniment Comitative Who/what with? With/without my mother

Additive And who/what else? Instead of them

7. Role Guise What as? As a concerned parent

Product What into? (smashed) into pieces

8. Matter What about? ---- About the case

9. Angle Says who? --- Based on the idea from

Barry Turner

Adapted from types of circumstance by Martin et. al (1997:104) 1.6. Concluding Remark

This chapter has reviewed the methodology that underlies this research. It elucidates research design, context, data collection procedure, data analysis method, issue on validity and reliability and Functional Grammar (FG) as analytical framework. The subsequent chapter will present data and its analysis.

89 CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

The aims of this last chapter are to discuss the conclusions which are based on the findings that have been presented in Chapter Four. The conclusions will addressed the three research questions which have been formulated in Chapter One. Lastly, this chapter provides recommendations for further study for those who are interested in similar issue.

5.1. Conclusions

This study investigates how students perform their skills in writing a literary response text. It is intended to examine students’ skills in organizing the writing and in choosing the linguistic features that are appropriate for the text. It also attempts to capture the teaching and learning activities that facilitate students’ skills in writing literary response, and students’ and lecturer’s perception on writing literary responses. Based on data presentation and analysis as discussed in Chapter Four, several conclusions from the findings are drawn as follows.

Related to the first research question, through the analysis of teaching and learning activity in the class, it was found that class activities which facilitate students’ skills in writing literary responses are BKOF (which include reading activity, explanation of theory of reading, class discussion, encouraging students to use adjective and textual evidence appropriately, explaining guiding questions), modeling text and independent construction. At BKOF stage, the lecturer has

90 effectively invited the students to recognize more on the content of literature learning as the beginning phase of teaching cycles. The lecturer also gave the students a model for writing their responses. She also invited the students to examine the organization of a model text by deconstructing the model text. This is appropriate with the concept of teaching genre in literature classroom as has been discussed in Chapter Two. That is the lecturer should execute modeling phase (explaining schematic structure and linguistic features) in inviting students to write literary responses. In spite of that, the lecturer did not explain the linguistic features that should be followed by the students. This makes the students’ performance, as indicated in findings from documentation, is less successful in writing literary responses. Consequently, these findings lead to the hypothesis that the teaching and learning activities in the class have not been optimally used by the teachers for promoting students’ skills in writing literary responses. In this case, the lecturer has not taught the text type explicitly in literature classroom. Hence, it is better for the lecturer to induce explicit teaching of genre in subject learning like literature, as suggested by the experts (Butt et al, 2000; Derewiaka, 2000; Gibbons, 2009), so that students’ performance in writing literary response will be enhanced.

Related to the schematic structure and the linguistic feature of students’ texts, through the analysis explained in Chapter Four, it was found that the schematic structure of the students’ texts comprise all the stages of literary response text which includes introduction, expansion stage, and reaffirmation. It indicates that the students had a good control in employing the schematic structure

91 of literary response text. However, as indicated in Chapter IV, in introduction stage the students fail to develop context and background information about general themes of the literary work as suggested by Gibbons (2009), Feez & Joyce (2004), Christie in Coutoure (1986). According to these experts, introduction stage should present the summary of narrative work such as author, setting, or characters. Meanwhile, dealing with the use of linguistic features, the students especially mid and low achiever tend to use temporal finite past tense instead of present tense and use minimal connectives which can promote the cohesiveness of the text. These findings reveal that the students are to some extents not really successful in realizing the appropriate linguistic features of literary response texts. At this point, it can be concluded that the students’ skills in writing literary responses are not well developed in literature classroom of this research setting. This leads to the assumption that, as recommended above, the teaching and learning activity in literature classroom of the setting has not yet explicitly and optimally been used for inviting students to write by following the concept of genre which unify the teaching of the literature and the language.

Through the interviews, regarding with the difficulty in writing, the mid achiever student perceives that finding vocabulary that best suited to the response is quite difficult. The low achiever student states that the problem in reading literary texts makes him difficult to write the response. In addition, it is difficult for him to write the closing part or the reaffirmation stage. On the other hand, the high achiever does not find any significant problem in writing literary responses. In this case, it is better for the lecturer to give intensive activities which help them

92 find appropriate vocabularies related to the topic of the field. This can be done by giving semantic map, wallpapering, or progressive brainstorm, word bank, interviewing expert, excursions, picture dictation or barrier crossword (Derewianka, 2000; Gibbons, 2009). In terms of their knowledge of the text types, the analysis indicates that the students are not familiar enough with the literary response genre. They have not known well about the purpose of the texts, the schematic structures and the linguistic features of the text. It indicates that the teaching and learning activity in the class has not yet implemented teaching cycle of writing explicitly and optimally in the class. These findings also imply that students’ ability in writing literary responses, to some extent, has not yet well developed.

5.2. Recommendations

Based on the conclusions above, the researcher wants to give several recommendations. Those recommendations are:

First, since the students in this study are not really successful in writing literary responses, it is better for the students to familiarize them selves with the skills of writing literary responses as suggested by experts (Feez and Joyce, 2000; Gibbons, 2009). They should learn that in order to be successful writer, they should recognize the purpose of literary response texts, its schematic structure and its linguistic features. Also, they must understand how to apply it in their writing practice.

Second, in order to guide the students to be successful writer, it is better for the teachers, from now on, to make an optimal effort in inviting students to

93 write literary responses. To do this, the teachers should familiarize themselves with the teaching of writing by using genre based approach specifically the teaching of genre in literature classroom. It means that the lecturer, as suggested by Christie in Couture (1986), Mohan (1986), Butt et.al (2000), Hammond (2001), Johns (2003), and Gibbons (2009), should be aware that literature demands a specific thinking skill and hence require a particular language use. Therefore, it is better for the lecturer who teaches literature to encourage the students to write in literary response rather than academic essay which is more argumentative.

Finally, further research about the language learning, especially writing, in diverse subject learning, i.e. science, history, mathematics, should be promoted in all levels of education so that a rich insight about the practice of language learning, particularly in Indonesian EFL context can be obtained. The finding of this kind of research will be very beneficial for teachers to modify their teaching and become their rationale for bridging language learning and content learning.

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93 write literary responses. To do this, the teachers should familiarize themselves with the teaching of writing by using genre based approach specifically the teaching of genre in literature classroom. It means that the lecturer, as suggested by Christie in Couture (1986), Mohan (1986), Butt et.al (2000), Hammond (2001), Johns (2003), and Gibbons (2009), should be aware that literature demands a specific thinking skill and hence require a particular language use. Therefore, it is better for the lecturer who teaches literature to encourage the students to write in literary response rather than academic essay which is more argumentative.

Finally, further research about the language learning, especially writing, in diverse subject learning, i.e. science, history, mathematics, should be promoted in all levels of education so that a rich insight about the practice of language learning, particularly in Indonesian EFL context can be obtained. The finding of this kind of research will be very beneficial for teachers to modify their teaching and become their rationale for bridging language learning and content learning.

Bibliography

Alwasilah, A.C. (2005). Pokoknya Menulis. Bandung: Kiblat Buku Utama.

Alwasilah, A.C. (2006). Pokoknya Kualitatif: Dasar-dasar Merancang dan Melakukan Penelitian Kualitatif. Bandung: Pustaka Jaya

Alwasilah, A.C. (2008). Filsafat Bahasa dan Pendidikan. Bandung: Sekolah Pascasarjana Universitas Pendidikan Indonesia dengan PT. Remaja Rosdakarya. Anderson, M., & Anderson, K. (2000). Text Types in English. Australia: Millan

Education Australia PTY LTD.

Anshori, S.D. (2009). Penggunaan Bahasa Politik Dalam Pemberitaan PILGUB Jabar 2008 Pada HU Pikiran Rakyat. Jurnal Bahasa dan Sastra Vol. 9, No. 1. Fakultas Pendidikan Bahasa dan Seni, Universitas Pendidikan Indonesia.

Beach, R., and Marshall, J.D.(1991). Teaching Literature in the Secondary School. New York: Harcourt Brace Jovanovich. Inc.

Butt, D., et al. (2000). Using Functional Grammar: An Explorer’s Guide (second edition). Sydney: National Centre for English Language Teaching and Research, Macquarie University.

Christie, F. (1986). Writing in Schools: Generic Structures as ways of meaning. Deakin University

Christie, F. (1989). Language Education. Oxford: Oxford University Press. Christie, F & Derewianka, B. (2008). School Discourse. New York: Continuum. Collie, J & Slater, S. (1987). Literature in the Language Classrooms: A Resource

Book of Ideas and Activities. UK: Cambridge University Press.

Cox, C. (1999). Teaching Language Arts: A Student- and Response-Centered Classroom. Unites States of America: Allyn and Bacon.

Couture, B. (1986). Functional Approaches to Writing Research Perspectives. New Jersey: Ablex Publishing Corporation.

Cresswell, J.W. (1994). Research Design: Qualitative and Quantitative Approaches. London: Sage Publications.

Derewianka, B. (1991). Exploring How Texts Works. Australia: Primary English Teacher Association

Eggins, S. (2004). An Introduction to Systemic Functional Linguistics.(Second Edition). New York: Continuum.

Emilia, E. (2005). A Critical Genre-Based Approah to Teaching Academic Writing in A Tertiary Level Context in Indonesia. Disertasi PhD. Melbourne University.

Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung: Alfabeta.

Fairclough, N. (2003). Analyzing Discourse: Textual Analysis for Social Research. London&NewYork: Routledge.

Feez, S., and Joyce, S. (1998). Writing Skill: Narrative and Non-fiction Text Types. Phoenix Educataion Pty Ltd.

Floris, F.D. (2004). The Power of Literature in EFL Classrooms [Online]. Vol 6 (1).

Available at :

http://puslit2.petra.ac.id/ejournal/index.php/ing/article/viewArticle/16126 [January 2010]

Gerot, L., & Wignell, P. (1994). Making Sense of Functional Grammar. Australia: Antipodean Educational Enterprises.

Gibbons, P. (2009). English Learners Academic Literacy and Thinking: Learning in the Challenge Zone. Australia: Heinemann.

Halliday, M.A.K. (1994). An Introduction to Functional Grammar. London: Edward Arnold.

Halliday, M.A.K., and Hasan, R. (1985). Language, Context, and Text: Aspect of Language in a Social-Semiotic. Deakin University.

Harmer, Jeremy. (2004). How to teach Writing. Edinburgh: Pearson Education Limited.

Hillier, H. (2004). Analyzing Real Texts: Research Studies in Modern English Language. New York: Plagrave Macmillan

Holliday, Adrian. (2002). Doing and Writing Qualitative Research. London: Sage Publications.

Hwang, D & Embi, M.A. (2007). Approaches Employed by Secondary School Teachers to Teaching The Literature Component in English [Online]. Vol 22,

1-23 pages. Available at:

http://www.usm.my/education/publication/jpp%20aminukm%20art%201%20%2 81-23%29.pdf [May 2010]

Inglish, P. (2005). Review of Karolides, Nicholas (Ed.). 2000. Reader Response in Secondary and College Classrooms (2nd edition). Open Journal System Demonstration Journal [Online], Vol 1 (1), 4 pages. Available at: http://pkp.sfu.ca/ojs/demo/present/index.php/demojournal/article/viewFile/5/10 [February 2010]

Johns, A.M. (2002). Introduction: Genre in the Classroom. San Diego State University.

Joyce, S. and Feez, S. (2004). Developing Writing Skills: For Junior Secondary Student. Melbourne and Sidney: Phoenix Education Pty Ltd.

Kress, G. (1976). Linguistic Processes in Sociocultural Practice. London&NewYok: Routledge

Knapp, P., and Watkins, M. (2005). Genre, Text, Grammar: Technologies for Teaching and Assessing Writing. UNSW Press.

Lemke, J. (1985). Using Language in the Classroom. Geelong, Victoria: Deakin University Press.

Martin, J.R., & Rose, D.(2003). Working with Discourse. London: Continuum. Martin, J.R., Matthiessen, C.M.I.M., and Painter, C. (1997). Working with Functional

Grammar. UK: Arnold.

Martin, J.R., Christie, F., and the contributors. (2000). Genre and Institutions. London and New York: Continuum.

Merriam, S.B. (1988). Case Study Research in Education. San Fransisco, California: Jossey-Bass Publishers.

Mohan, B.A. (1986). Language and Content. United States of America: Addison-Wesley Publishing Company

Moleong, L.J.(2007). Metodologi Penelitian Kualitatif. Bandung : Remaja Rosdakarya.

Musthafa, B. (2008). Teori dan Praktik Sastra: Dalam Penelitian dan Pengajaran. Bandung: SPS UPI & NCEEC.

Musthafa, B. (1996). Reading-Writing Connections: Shifts in Research Foci and Instructional Practices [Online]. Available at: http://www.eric.ed.gov/ericdocs/data/ericdocs2sql/content_storage_01/0000019b /80/14/8f/df/pdf [December 2008]

Nunan, D. (1992). Research Methods in Language Learning. New York: Cambridge University Press.

Nunan, D. (1999). Second Language Teaching & Learning. Boston, Massachusets, USA: Heinle & Heinle Publishers.

Patridge, B. (2002). Genre, Tex Type, and the English for Academic Purposes (EAP) Classroom. Auckland University of Technology.

Parkinson, B. and Thomas, H.R. (2000). Teaching Literature in A Second Language. Edinburg: Edinburg University Press.

Purves, A.C. et al. (1990). How Porcupines Make Love II: Teaching Response-Centered Literature Curriculum. New-York: Longman.

Ramsden, P. (2003). Learning to Teach in Higher Education: 2nd Edition. London & New York: RoutledgeFalmer.

Rosenblatt, L.M. (1978). The Reader, The Text, The Poem: The Transactional Theory of the Literary Work. Carbondale, IL: SIUP.

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