TEACHING WRITING A REPORT TEXT : A Case Study at SMPN 6 Cirebon.

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APPROPAL SHEET

Bandung, July 2011

_____________________________________

Prof. Dr. A. Chaedar Alwasilah, M.A (Main Supervisor)

_____________________________________ Dr. Emi Emilia, M.Ed (Co Supervisor)

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DECLARATION

I hereby to certify that this thesis entitled “ Teaching Writing Report

text: A Case Study at SMPN 6 Cirebon” is completely my own work.

I am fully aware that I have quoted some statements and ideas from

various sources. All quotations are properly acknowledged.

Signed ………

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ACKNOWLEDGMENTS

I am very grateful as there are many people have helped me throughout this study. My first and foremost thanks go to my supervisor, Bapak Prof. A Chaedar Alwasilah and Ibu Emi Emilia.M.A, Phd. Bapak Prof. Alwasilah has given valuable advices, strong encouragement, and sustained support for the whole course of this study and Ibu Emi.Emilia,M.A,Phd has been the Co-Supervisor who gives some lights on the process of doing my Thesis. Without Ibu Emilia guidance and supervision, I can hardly imagine the completion of the thesis. It has indeed been a great privilege and pleasure to work under the guidance of both supervisors which made me experience new things.

My special thanks and appreciation would be for both the Examiners, Bapak Odo Fadloeli,DR,M.A and Bapak Didi Sukyadi,DR.M.A who seriously commented and criticized the draft from many aspects.

For my big family and my friends in SMPN 17 Cirebon, SMPN 14 Cirebon and SMPN 6 Cirebon, my friends in Pasca like: Surya, Selly, Dwi Warry, Anik, Gultom, Naftali, Philip, etc thanks for all of you who never gave up supporting and convincing me that I was able to finish my study. I dedicate this thesis for you all.

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ABSTRACT

This thesis reports an investigation of the teaching writing a Report text under the 2006 English Curriculum which uses the genre based approach (GBA). This study used a qualitative research design, especially a case study in order to gain an in dept understanding of the situation and meaning in applying the teaching of writing a Report text and the investigation on the benefit and problems found by English teacher. This study used multiple data collection, such as (i) the ongoing class observation; (ii) the use of interviews; (iii) the collection of the questionnaires and (iv) the collection of students written texts. The investigation of this research study used the phases of BKOF (twice), modeling (once), joint construction (three times) and independent construction (once). The results indicate that the competence of students writing a report text developed. The evidence can be seen in their written texts made and the result of final draft, that only two students who got the score under the minimum criteria of achievement (KKM), while 36 students had passed the minimum criteria of achievement (KKM). Meanwhile data from questionnaires and interviews indicate that the teacher’s problem in implementing the GBA are to do with the teaching of linguistic features, such as technical terms, grammar, content and graphic features. The data from the English teacher were consistent with the results of students’ questionnaires, such as grammar (10); technical terms (17); grammar and technical terms (7) others (4). Data from questionnaire and interview indicate that the teacher’ s problems in implementing the GBA are to do with the teaching of linguistic features. It is recommended that English teacher could use the results of this investigation as an enrichment to apply the teaching of writing within a big class in Indonesian context.

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TABLE OF CONTENTS

Pages

APPROVAL SHEET i

DECLARATION ii

ACKNOWLEGMENT iii

ABSTRACT iv

TABLES OF CONTENTS v

LIST OF TABLES ix

LIST OF FIGURE x

LIST OF APPENDICES xi

CHAPTER I: INTRODUCTION

1.1. Background of the Study 1 1.2. Purposes of the Study 4 1.3. The Research Questions 5 1.4. Scope of the Study 5 1.5. The Significance of the Study 5 1.6. Thesis Organization 6 CHAPTER II: LITERATU REVIEW

2.1. Genre Based Approach (GBA) 7 2.1.1. Introduction 7 2.2. Basic Principles of the GBA 8

2.3 Text Type 10

2.4. The Phases of genre based approach (GBA) 13

2.4.1 BKOF 14

2.4.2. Deconstruction or Modeling 16 2.4.2.1. Familiarizing the texts 16 2.4.2.2. Presenting the text organization and

Linguistic Features 17 2.4.2.3. Presenting A Model of Report Text 17 2.4.3. Joint Construction 17 2.4.3.1. Grouping the students 17 2.4.3.2. Approaching each group at the start of JC 18 2.4.3.3. Observing Students’ Problem in Composing

A Report Text 18 2.4.4. Independent Construction 18

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2.5. Report Text 20

2.5.1. The Text Organization of Report Text 20 2.5.2. The Language Features of Report Text 20 2.6. The Assessment of Writing under the GBA 21 2.7. Systemic Functional Grammar 22 2.8. Concluding Remark 24 CHAPTER III: RESEARCH METHODOLOGY

3.1. The Research Site 25 3.2. The Research Design 26 3.3. The Participant of The Study 26 3.4. The Data Collection Method 27 3.4.1. The Ongoing Class Observation 28 3.4.2. The Use of Interviews 28 3.4.3. The Collection of the Questionnaires 30 3.4.3.1.The Data from Students’ Questionnaire 31 3.4.3.2. The Data from English Teacher’s Questionnaire 31 3.4.4. The Collection of The Students Written Text 31 3.5. The Data Analysis 33 3.6. Systemic Functional Grammar (SFG) 34 3.6.1. The Theme System 35 3.6.2. The Transitivity System 36 3.6.2.1. Material Processes 36 3.6.2.2. Mental Processes 37 3.6.2.3. Behavioral Processes 37 3.6.2.4. Verbal Processes 38 3.6.2.5. Relational Processes 38 3.6.2.6. Existential Processes 38 3.6.2.7. The Conjunction System 39 3.6.2.8. Modality 39 3.7. Concluding Remark 39 CHAPTER IV: DATA PRESENTATION AND ANALYSIS

4.1. Introduction 41

4.2. Data from Observation 41 4.2.1. The First Phase: The Activity of BKOF 41 4.2.2. The Second Phase: Modeling of Text 43 4.2.2.1. Familiarizing The Texts 43 4.2.2.2. Presenting The Text Organization and Linguistic

Features 44

4.2.2.3. Presenting A Model Text in Bahasa Indonesia 44 4.2.3. The Third Phase: Joint Construction 46 4.2.3.1. Grouping The Students 46 4.2.3.2. Approaching Each Group at The start of Joint

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4.2.3.3. Observing Students’ Problems in Writing Report

Text 51

4.2.4. The Fourth Phase: Independent Construction 53 4.3. Data from Interviews 54 4.3.1. The Individual Interview 54 4.3.1.1. The Students’ Perception in Writing Report Text 54 4.3.1.2. The Benefit 55 4.3.1.3. The Problems 55 4.3.2. The Focus Group Interview 56 4.3.3. The Teacher’s Interview 58

4.3.3.1. The Teacher’s Strategy in Teaching of Writing

Report Text 58

4.3.3.2. The problems 59 4.3.3.2.1. The Way of Grouping 59 4.3.3.2.2. The Problems in Composing The Text 60 4.3.3.2.3. The Time to Give An Explicit Teaching 61 4.4. Data from Questionnaires 62 4.4.1. Data from Students’ Questionnaires 62

4.4.1.1. The Students Perception toward The Teaching

Writing of Report Text 63 4.4.1.2. The Problems 63 4.4.2. Data from English Teacher’s Questionnaire 65 4.4.2.1. Data from English Teacher’s Questionnaire 65 4.4.2.2. The Strategy of the English Teacher In Helping

Students’ Problems 66 4.5. Analysis of Students’ Written Texts 66

4.5.1. The Text Organization and Linguistic Features Text of

4.2; 4.3; 4.8 in General in JC (1) 69 4.5.2. The Text Organization and Linguistic Features Text of

4.2; 4.3; 4.8 in JC (2) 72 4.5.2.1. The Analysis of Text Organization Linguistic

Feature text of 4.2 72 4.5.2.1.1. The Text Organization Text of 4.2 73 4.5.2.1.2. The Linguistic Features Text of 4.2 74 4.5.2.2. The Text Organization and Linguistic Features

Text of 4.3. 76

4.5.2.2.1. The Text Organization Text of 4.3 77 4.5.2.2.2. The Linguistic Features Text of 4.3 78 4.5.2.3. The Analysis of Text Organization and Linguistic

Features Text of 4.8 80 4.5.2.3.1. The Text Organization Text of 4.8 81 4.5.2.3.2. The Linguistic features Text of 4.8 82 4.5.3. The Text Organization and Linguistic Features in

Independent Construction 83 4.5.3.1. The Analysis of Text Organization and

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4.5.3.1.1. The Text Organization Text of 4.2 84 4.5.3.1.2. The Linguistic Feature Text of 4.2 85 4.5.3.2. The Analysis of Text Organization and Linguistic

Feature of Text 4.3 87 4.5.3.2.1. The Text Organization Text of 4.3 88 4.5.3.2.2. The Linguistic Feature of Text 4.3 90 4.5.3.3. The Analysis of Text Organization and Linguistic

Feature Text of 4.8 91 4.5.3.3.1. The Text Organization Text of 4.8 91 4.5.3.3.2. The Linguistic Features Text 4.8 93 4.6. Concluding Remarks 95 CHAPTER V : Conclusion and Recommendation

5.1. Conclusion 96

5.2. Recommendations 97

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LIST OF TABLES

Page

Table 2.1 Text Type 11

Table 3.1 Overview of Interviews 29 Table 3.2 Factual Writing Assessment Criteria 32 Table 4.1 Problems of Students in Writing Report Text 64 Table 4.2 Text 4.2 by Hafidz 67 Table 4.3 Text 4.3 by Adytia 68 Table 4.4 Text 4.8 by Desy 68 Table 4.5 Text 4.2 by Hafidz 72 Table 4.6 Text 4.3 by Adytia 76 Table 4.7 Text 4.8 by Desy 80 Table 4.8 Text 4.2 by Hafidz 83 Table 4.9 Text 4.3 by Adytia 88 Table 4.4.10 Text 4.8 by Desy 92

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LIST OF FIGURE

Page Figure 2.1 The Teaching Cycle under the GBA 14

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APPENDICES

Page 1. The Data from Student’s Interview 106 2. The Data from Teacher’s Interview 112 3. The Examples of Text’s Analysis 115 4. The Report Text Material 123 5. The RPP of Report Text 146 6. The Examples of Student’ Questionnaire 157 7. TheTeacher’s Questionnaire 165 8. The Example of Final Draft of Report Text 172 9. The Example of Teacher’s Feedback in the Second Draft 173 10.The Example of First Draft of Students’ Text 174

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CHAPTER I

INTRODUCTION

This chapter focuses on the background of the study, the purpose of the study, the research questions, the scope of the study, the significance of the study and the organization of the thesis.

1.1 The Background of the Study

In the globalization era, English becomes an important language to be mastered by people who need to communicate in the global world. This language is used not only for communicating their ideas or feelings but also for communicating among the nations in many areas of the world. Halliday, (1978) in Herrell and Jordan, (2004: 4) claims that the other functions of English language which are related to what is corrected with this study are (i) to represent the facts or knowledge and ( ii) to acquire knowledge in oral or written language

The Indonesian Government todays gives more chances to students from all levels of education to learn English as a compulsory subject matter. Concerning this condition, the government has implemented the 2006 English Curriculum. This Curriculum emphasizes the students’ development through the four language skills, including reading, listening, reading and writing.

The four language skills above have to be taught integrately where English teachers can choose certain skills that they want to develop. For instance when English teachers choose writing as a productive skill, the English teacher might

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teach reading, listening and speaking before teaching writing. Besides, in the part of teaching writing, the English teacher gives more attention and time to develop student writing skill. The aim of this strategy is to bridge the students ‘knowledge into the writing skill so that students have the knowledge of the genre, the register (field, tenor, mode), the discourse (phases, lexis, conjunction, reference, appraisal) and the grammar, graphic feature (spelling, punctuation, presentation) that will be written by them ( Rose, 2007: 10).

Moreover, in the Regulation of Minister of Education (Permendiknas) No.22/2006, the standard competence of writing of English in the Junior High School level is to understand the meaning of functional text. The example of functional text are the simple and short essay in the form of narrative and report for interacting within daily life (Permendiknas. No 22/2006). Regarding the standard of competence of writing under the 2006 English Curriculum, English teacher should be focused on the functional texts in teaching writing that the texts are often authentic to reflect the real-life situatiation.

In order to fulfill the requirement of the Permendiknas No 22/2006 in the teaching of writing which is under the 2006 English Curriculum of SMP level, English teacher should use the certain approach where students can achieve the writing skills. There are some approaches that have been used in the writing activity which are supported by the theorists but this study used the genre based approach (GBA) as an approach which is supported by Gerot and Wignel (1995), But, et al. (2000), Derewianka (2000), Gibbons (2000), Christie, (2000), Paltridge

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(2001), Feez (2002), Macken- Horarik (2002), Hyland (2003), Rose (2007), and Teruya - Lam (2010).

The genre based approach (GBA) suggests that the teaching learning activities should be conducted in several phases, including Building knowledge of the field (BKOF), Modeling, Joint construction and Independent construction. The description of the four phases will be explained clearly in the next Chapter.

In relation to those phases of the GBA above, Rose (2007: 1) says that there are five skills that should be mastered by students in writing skill, as follows :

( i) The genre, in which students have to check the appropriateness the genre before writing;

(ii) The register, where students have to check whether they understand and explain the topic, the objective and the use of technical language;

(iii) The discourse, where students have to check the appropriateness the phases, the well construction of the field and the use of logical relations;

(iv) Grammar, where students have to check the grammatical convention appropriately; and

(v) The graphic features where students have to check the spelling, of students

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Under the genre based approach the students should learn different genre at school and one of them, which is the focus of this study is Report text. Moreover, this study also aims to investigate the benefits and problems are found by the English teacher in applying the genre based approach (GBA) particularly in the research site.

In the real classroom of SMPN 6 Cirebon as the research site, these phases of the GBA in teaching writing make an English teacher and students involve in the learning maximally in every phases.

1.2 The Purposes of the Study

This study aims :

1. To investigate the teaching of writing a Report text using the genre based approach (GBA).

2. To investigate the benefits and problems which are found by the English teacher in applying the genre based approach (GBA).

1.3 The Research Questions

This study attemps to address the following research questions:

1. How is the application of the genre based approach to teaching of writing a Report text using the genre based approach (GBA)?

2. What benefit and problems are found by the English teacher in applying the genre based approach (GBA)?

5 1.4 The Scope of the Study

This study is limited to investigate the teaching of writing a Report text using the genre based approach (GBA) and the benefits and problems are found by the English teacher in applying this approach in the research site, a junior high school in Cirebon, West Java.

1.5 The Significance of the Study

The results of this study are expected to

1. Enrich the literature for English teachers in teaching English of writing a Report text using the genre based approach (GBA) especially in Indonesian context.

2. Become useful sources for English teachers in classroom practices regarding the teaching of writing a Report text using this approach. Those sources about practices of the GBA are still rare in Indonesia.

1.6 The Thesis Organization

The organization of the thesis consists of five chapters. Chapter 1 presents the introduction which provides a background of the study, purposes of the study, scope of the study, and significance of the study and thesis organization.

Chapter 2 presents a theoretical overview. It covers the theory of teaching writing under the GBA, the theory of report text, the portfolio assessment, and the systemic functional grammar (GBA).

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Chapter 3 discusses about the procedures of the research. It consists of research design and data collection. In the data collection, this study used observation, interview and data analysis. Chapter 4 provides the discussion and analysis. Chapter 5 contains the conclusion and recommendation.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter delineates the aspects related to the methodology of this study. It will be opened by discussing the research site where the research was conducted. Then this chapter argued the methodology which explained away the working principles underlying it and the sampling procedure. In addition, it employed the multiple data collection as observation, interview, questionnaire and data analysis which used systemic functional grammar (SFG) and the students’ written documents. All of them can be read below.

3.1 The Research Site

This research was conducted in one favorite secondary high school in Cirebon,West Java. This school had 23 classes and consisted of eight for the seventh class, eight for the eight class and seven for the ninth class. The selection of the site was based on first, this school was often used for research education from University around West Java; second, very often this school members were often involved the pilot project conducted by Depdiknas; third, the researcher was helped by the English teachers there who were well- experienced in implementing the GBA; the last, in fact that this research became a new phenomenon for other English teachers there.

In order to describe completely on what this study was employed, the researcher described the research design below.

2 3.2 The Research Design

Relevant to the purpose and research question in Chapter 1, a qualitative research design will be employed in this Chapter. The reasons are (i) this study focused on one particular instance of educational experience or practice (Freebody, 2003; in Emilia 2005: 74); (ii) this study carried out multiple data collections which was aimed to enhance the construct validity of the study (Yin, 1993; in Emilia 2005: 74); (iii) This study used text analysis which provides a powerful analytical tool and constitutes “ one of a variety of linguistic approaches that have been well developed in the area of education (Freebody, 2003 in Emilia 2005: 75).

3.3 The Participant of the Study

This study used a purposeful sampling to recruit the participants. This means that it is a strategy in which particular settings, persons, or events are selected in order to provide important information for this research (Maxwell, 1996: 70). Thus, the participants of this research were 38 students of 9C in the year of 2009/2010 consisting of 20 girls and 18 boys (pseudonym). Their average ages were around 15 years old and around 10 percent of them came from low economic class. This could be one factor influencing their study in this school.

Also, an English teacher participated in this study. She had many experiences in applying the genre based approach (GBA) as a new model of teaching. Besides, there was a cameraman who shot at on going process. The

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interaction between students, teacher, cameraman and researcher were natural and the students were unconscious (as daily routines) that they were being observed. This condition was good which have been claimed by Van Lier, (1998 in Emilia, 2005) below.

It would have been much better if the research had taken place in on going process and regular class. This is because in on going class things are done along similar lines a number of times, and they turn into routines which all participants know what is likely to happen next (Van Lier, 1988: 39 in Emilia, 2005: 77).

As Van Lier says above, in order to be natutural, the researcher did not act as their English teacher. She was only partially involved, so she can function as a full researcher (Merriam, 1988: 93). The reason of that decision was that the researcher found it difficult to take the field notes while participating (Creswell, 2008: 202).

3.4 The Data Collection Method

As outlined above, this study used multiple techniques of data collection and those data collection techniques conducted not only at the conclusion of the study but also in an ongoing way (Fraenkel and Wallen, 2000: 505; Bogdhan and Biklen, 2003 in Emilia, 2005: 78).

The data collection techniques used are as follows: (i) The ongoing class observations,

(ii) The use of interviews, (iii) The questionnaires

(iv) The collection of students’ written texts. Each data collection will be described below.

4 3.4.1 The Ongoing Class Observation

In the phases of teaching writing report text, the researcher did not act as an English teacher. She was only the observer, because it was difficult to take notes while participating (Cresswell, 2008: 222). Prior to the teaching phase, students’ tasks were distributed and a diagnostic writing tasks were organized to get information on students’ background and their familiarity with the report text. The researcher also wrote the observation notes after each session because the memory of the observation was still fresh (van Lier, 1988; in Emilia, 2005: 79). Observation notes focused on what was said and done by both English teacher and students. The aims of these were to get the first hand information (Creswell, 2008: 221) and to promote the reliability of observation (Allwright, 1988; van Lier, 1988; Shimahara, 1988 in Emilia, 2005: 79).

After each session, students and English teacher were invited to joint the informal interviews with the researcher. The questions were given informally based on the phenomena raised during the ongoing class. The aim was to gain the depth impression of the writing report text. The data collection was started from November to March 2010.

3.4.2 The Use of Interviews

Interview was one of collection data in this study. It is defined as the interaction between the English teacher and students with the researcher during the conduct of the research (Kvale, 1996: 14; see also Richards, 2003: 47).

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In this study, the researcher described the two kinds of interviews, those were: (i) The students’ interviews

These interviews were conducted in two kinds of interviews: the individual interview and the focus group as describe in Table 3.1 below.

Table 3.1 Overview of Interviews

Conduct of Interview Individual Focus Group

Stage 1: Immediately after the teaching report text

Students involved: nine, representing various levels

of achievement: Nela, Hafiz, Adit, Iqbal, Erina, Nunik,Mulya, Alsya,Desi

Students involved: 15 representing various level of achievement, some of whom were already interviewed individually: Nela, Hafiz, Adit, Iqbal, Erina, Nunik, Mulya, Alsya,

Desi,Fauziah, Astrid, Oki,Bunga,Ahmad,Hasan. Stage 2: after the teaching

report text was over

Not conducted Students involved: 15, representing

various level of achievement and previously interviewed in the first

stage: Nela, Hafiz, Adit, Iqbal, Erina, Nunik, Mulya, Alsya, Desi,

Fauziah, Astrid, Oki, Bunga, Ahmad, Hasan.

The aim of interview were (i) to gain the students perceptions after the teaching of writing a report text as greater depth of data collection techniques; (ii) to investigate the difficulties which were faced by students according to the written text made such as missing information, noun phrase, vocabulary used, spelling, word order, and grammar.

Moreover, the focus group interview was conducted (i) to gain the range of opinions among students which aimed to be a source of validation (Frey and Fontana, 1993 in Emilia, 2005: 82); (ii) to provide an explicit basis for exploring

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the difficulties which were faced through discussion so that each student may have several different opinions about the writing report text (Krueger and Morgan, 1993 in Emilia, 2005: 82). The individual interview on the second stage were not done because the students have involved in the focus group interview. The interviewees in the two stages were selected to represent different level of achievement as Nela, Hafiz and Adit belong to the high level, Iqbal, Erina and Nunik belong to the middle level and Mulya, Alsya and Desi belong to the low level of achievement.

(ii) The Teacher’s Interviews

These interviews were conducted after the researcher found the phenomena in the classroom. Besides, a semi structured interview was used in order to get all information required. These were aimed to investigate the perception such as insight, feeling, opinion of the English teacher’s perceiption about the application of teaching of writing a report text under the GBA.

Those interviews were conducted in secure room such as a classroom or a library so that the interviewees felt comfortable to talk (Cohen, Manion and Morrison, in Emilia 2005: 84). The result of interviews were written in bahasa Indonesia and they can be read in Appendix 1 and 2.

3.4.3 The Collection of the Questionnaires

In this study, the researcher described the two kinds of questionnaires, which were: (i) The students questionnaires and (ii) The teacher questionnaires.

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The questions which were focused on the research questions and the result of them can be described below.

3.4.3.1 The Data from Students’ Questionnaires

As mentioned earlier, the number of students who were involved in this study were 38 students. The primary questions were three points, those were:

(i) The students perception toward the teaching of writing a report text; (ii) The problems which were faced by them.

3.4.3.2The Data from English Teacher’s Questionnaire

As mentioned earlier, the English teacher who was involved in this study was only one. The questions were focused on the research questions. Those were:

(i) The English perception toward the teaching of writing a report text; (ii) The strategies of the English teacher in helping students’ problems. The examples of both questionnaires are presented in the Appendix.5.

3.4.4 The Collection of the Student Written Texts

Students’ texts were collected for three times, those were in the part of joint construction phase in the part of drafting and the independent construction phase as the production of writing report text. These collections were beneficial to evaluate students (Norris and Ennis, 1989 in Emilia 2005: 80) whether they have achieved writing report text or not (It was analyzed in Chapter 4). The analyses of student written texts used the systemic functional grammar (SFG), in terms of schematic structure (text organization) and then linguistic features, where they dealt with the textual, ideational and interpersonal meaning as suggested by

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the systemic functional linguistic (SFL) theorists. Based on the phases of GBA, the assessment was seen in the part of schematic structure (text organization) and linguistic features (Hasan, 1996; Christy, 1986, 2002, 2005 cited by Emilia, 2008: 62, see also, Rose, 2007; Education Department of Western Australia, 1977a in Emilia, 2011). They suggest that English teacher make rubric or score or rubric and score based on the principles which are given by the theorists.

Table 3.2

Factual Writing Assessment Criteria (Adapted from Rose, 2007:10)

GENRE POSED

Is the factual genre appropriate for the

writing task? 10

STAGING Does it go through appropriate stages? 10

REGISTER

FIELD

Does the writer understand and explain

the topic? 5

TENOR Is it appropriately objective? 5

MODE Is there an appropriate use of the

technical and abstract language? 5

DISCOURSE

PHASES Is it organized in appropriate phases? 10

LEXIS Is the field well constructed by the

sequences of lexical items? 5

CONJUCTION Are logical relations between each step

clear, e.g. time, comparisons, cause? 5

REFERENCE Is it clear who or what is referred to? 5

APPRAISAL Is appraisal used judiciously to evaluate

things, processes and relations? 5

GRAMMAR Are grammatical conventions used

appropriately? 5

GRAPHIC FEATURE

SPELLING Is spelling accurate? 10

PUNCTUATION Is punctuation used appropriately? 5

PRESENTATION Is the layout clear and attractive?

Is it well organized/ presented? 15

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Based on the suggestions above, the English teacher took the criteria of assessment from the theorists, but the score was made by English teacher in order to be adaptable in the research site.

For this study, the participants were passed if they got the minimal score. The English teacher stated that the Minimum Criteria of Achievement (Kriteria

Ketuntasan Minimal) was 70 (quantitative) or B ( qualitative). For the students

who got under the minimal score, they should revise their work continuously until their score was 70 or (B) or more.

3.5 The Data Analysis

There were two kinds of data analysis that were employed in this study where the first was in the part of on going process and the rest was after finishing the teaching report text. The ongoing data analysis and interpretations were based on data mainly from the questionnaire, students’ writing samples and observation notes. For those activities, there were some steps to be done as follows:

First, students’ written text were analyzed using systemic functional grammar (SFG) (see Appendix. 3) and the students written texts were analyzed in steps as follows:

(i) They were analyzed in terms of text organization and purpose, and how well each element in the text performed its function;

(ii) Each element were analyzed in terms of linguistic features, it has done with the ideational, interpersonal and textual.

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Second, the data from the interviews were transcribed and subsequently categorized and interpreted to answer the research questions. The transcription of the two stages of interviews were not sent back to the participant, due to time constrains.

Third, all interview data were analyzed in steps. The first step was to put the interview questions into categories. Students’ comments were categorized into the theme that had become the focus of the study. Then the data from the two stages of interview were presented in condensed body of information as they can be seen in Chapter 4.

This study also used triangulation of data sources, which were conducted to make contrast and comparison of all the data obtained from different sources (Freebody, 2003 in Emilia, 2005: 86) such as classroom observations, interviews, questionnaires and text analysis (Stake, 1995 and Freebody, 2003 in Emilia 2005: 86) say that triangulation of data source aim to enhance the validity of the conclusion of the study.

3.6 The Systemic Functional Grammar (SFG)

The aim of this section is to show how systemic functional grammar (SFG) as a tool to analyzed students’ text which related to the ideational, interpersonal and textual.

Functional grammatical analysis examined the language as a meaning making system. It focused on grammatical system as a means for people to interact with each other. Functional grammar “ sees grammar as shaped by, and as

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playing a significant role in shaping, in the way we get on with our lives” (Martin, Mathiessen, Painter, 1997: 1). As mentioned above, according to SFL all languages have three major functions: textual, ideational, and interpersonal meta functions. Each function is realized in a different grammar. The textual function is realized in the Theme system, it is what clause is about. The ideational function is realized in the transitivity system and interpersonal function is realized in the mood and modality ( Eggins, 1994).

This section describes the three meta functions as follows: (i) the textual function will be discussed within the organization or schematic structure of students’ texts which are to do with the textual meaning of SFL and realized within the theme system of grammar; (ii) the ideational functional consists of experiential meta function that is realized in the transitivity, and will be discussed within how the text organized experience, the logical aspect- the logico- semantic relation to the clause was realized in the conjunction system; and (iii) interpersonal function covered aspects of modality, including mood (Eggins, 1994). The examples of each pattern of grammar have been taken from students’ text and it will be performed in Appendix 3.

3.6.1 The Theme System

The theme system constitutes a “theme” and a “rheme”. A theme can be identified as those elements which came first in the clause. It was what the clause was going to be about. While the rest of the clause is called the Rheme (Gerot and Wignell, 1994: 6). While according to Eggins (1994: 275) the rheme is “the part of the clause in which the theme was developed or everything that was not the

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theme was the rheme, for example, a clause that was taken from student’ written text.

3.6.2 The Transitivity System

The transitivity system consists of circumstances, processes, and participants. The processes are central to transitivity and these are realized by verbs. Participants and circumstances are incumbent upon doings, happenings, feelings and beings (Gerot and Wignell, 1994: 54)

e.g. People use camel when they walk.

People use Camel when they talk Participant Material

Theme Rheme

Meanwhile there are different process types which were identified by Halliday (1994) such as Material processes, Mental processes, Behavioral processes, Verbal processes, Relational processes, Existential processes, and each will be described below.

3.6.2.1. Material Processes

Material processes are process of material doing. The participant is called the Actor, and the process is material. There optionally is an entity to which the process is extended or directed. This entity is the goal ( Gerot and Wignell, 1994: 55). Material processes can be seen in the students text below.

13 e.g. Camel has a unique body

Camel has a unique body Actor Material Process Goal

Theme Rheme

3.6.2.2 Mental Processes : Processes of Sensing

Mental processes are ones of sensing feeling, thinking, perceiving. The participant roles in mental processes are Senser, a conscious being and phenomenon which sensed: felt, thought or seen. (Gerot and Wignell, 1994: 58). This can be seen in the example below :

e.g. I feel happy when visits the Botanical Garden

I feel happy when visit the Botanical Garden Senser Pr: mental Phenomenon

3.6.2.3 Behavioral Processes

Behavioral processes are processes of physiological and psychological behavior, like breathing, dreaming, snoring, smiling, hiccupping, looking, watching, listening, and pondering. The participant role in behavioral processes is the behaver, a conscious being. The process is one of doing, and the scope of the process is called Range (Gerot and Wignell, 1994: 60). The example of behavioral processes as follows.

e.g. He took a nap

He took a nap Participant Material Range Theme Rheme

14 3.6.2.4 Verbal Processes : Process of saying

Verbal processes are processes of saying symbolically signaling. The signal source is named Sayer (Gerot and Wignell, 1994: 62) as example below.

e.g. The sign says no smoking

The Sign says no smoking Sayer Verbal Material Theme Rheme

3.6.2.5 Relational Processes : Process of being

Relational processes involve states of being (including having) (Gerot and Wignell, 1994: 67; see also Butt, et al, 2000: 58) which relate to a participant to its identity or description. Most relational clauses found in students’ texts are realized in different forms of be , as example below.

e.g. Elephant is a mammal

Elephant is a mammal Token Identifying Value Theme Rheme

3.6.2.6 Existential Processes

Existential processes are processes of existence. Existential processes are expressed by the word “ there” as a subject in English, verbs existing, and existing, and existent can be a phenomenon of a kind (Gerot and Wignel, 1994: 72).

15

e.g. Although there are more bad news than good news

Although There are more bad news than good news Consequential Existential Existent

Theme Rheme

3.6.2.7 Conjunction System

As Gerot and Wignel (1994: 180) state that conjunction as the semantic system whereby speakers relate clauses. Additionally, Halliday (1994: 324) says that conjunction helps to build cohesion, such as then, next, therefore, because, although,etc.

3.6.2.8 Modality

As Eggins (1994: 172) explains that modality refers to a complex area of English grammar which concerns the different ways in which language user can intrude on his/her message, expressing attitudes and judgments of various kinds. These judgments can be expressed into two kinds of meanings; (i) probability; where the speaker expresses judgments to the likelihood or probability of something happening or being; (ii) the usual; where the speaker expresses judgments as to the frequency with which something happens or is. There are several markers of modality for probability such as low: possibly; median: perhaps; high: certainly, while to express the usual, it can be used such as low, always, usually, and never. Also, modality found in students texts, such as can, must, and should.

3.7 Concluding Remark

This chapter has drawn a detailed methodological description of the conduct of the study, including research site, research design and the participants

16

of the study. This study used the three data collection method such as the ongoing class observation, the use of interviews, questionnaires and the collection of students written text. Those students’ written text were analyzed by using the systemic fuctional grammar (SFG).

1

CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusions

This study has sought to investigate on how the teaching writing a report text. This study found out that was relevant to the theory in that the teacher did. She went through the strategy of the genre based approach as offered by the theorists. These stages are BKOF, Modelling, Joint Construction and Independent Construction.

This study also found that the GBA can help the students develop their writing. This can be seen from the different drafts of students that their texts were getting better in terms of schematic structure and linguistic features.

Despite some strength above, this study also found out that the implementation of the GBA was time consuming. It is suggested that time management is also important to be considered in the future.

5.2 Recommendation

Based on the findings of this study, which may not be generalized to other settings, it is recommended that the 2006 English Curriculum, mainly in teaching writing report text, can be implemented in wider context in Indonesia. The finding of this study, in teaching of writing a report text, the phases of the GBA can be applied differently, based on the condition of students themselves, as in the joint constructions in this lesson plan can be applied three times. This case was good

2

for students to revise their work while the English teacher can give them an explicit teaching. By giving explicit teaching, the students written texts were progress because they revised multiply. They can finish their composition based on their capacities.

For further studies, it is recommended that the investigation be carried out as many studies indicated that the teaching of writing reaches its success by using the GBA as an approach.

1

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7

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8

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3

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.

Depdiknas. (2004). Penilaian Pembelajaran Bahasa Inggris SMP. Jakarta. Depdiknas.

Depdiknas. (2006). Standar Isi, SKL Depdiknas, BNSP. Jakarta .

Depdiknas. (2006). Permendikanas 22.Depdiknas.BNSP. Jakarta .

Derewianka, B. (2000). Exploring How Texts Work. Australia. Primary English Teaching Association.

Derewianka, B. (2003).’ Trends and Issues in Genre Based Approaches’. Journal RELC 34 (2) August 2003.4 (p.693-722).

Eggins, S. ( 2004). An Introduction to Systemic Funtional Linguistics. New York. Continuum International Publishing Group.

Ellis, R. (1994). The Study of Second Language Acqusition.Oxford. Oxford University Press.

Emilia, Emi. (2005). A Critical Genre-Based Approach To Teaching Academic Writing In Tertiary EFL Context In Indonesia.Melbourne. University of Melbourne.

Emilia, Emi. (2008). Pendekatan Genre Based Dalam Kurikulum Bahasa Inggris Tahun 2006. Penelitian Tindakan Kelas di Sebuah SMP Negeri di Bandung. Bandung.

4

Emilia, E. (2011). Pendekatan Genre Based dalam Pengajaran Bahasa Inggris: Petunjuk untuk Guru. Rizqi.Bandung.

Feez,S. (2002). ‘Heritage and Innovation in Second Language Education’. In Johns.A.M. (2002) .Genre in the Classroom,Multiple Perspective. San Diego. Lawrence Erlbaum Associates Publisher.

Forman, Janis & Rymer,Jone. (1999). The genre System of the Harvard Case Method. Journal Bussiness and Techical Communication, Vol 13. No 4.pp 373-400. Sage Publication

Gibbons. (2002). Scaffolding language and scaffolding learning. Teaching second language learners in the mainstream classroom. Portsmouth: Heineman.

Genesee and Upshur. (1996). Classroom Based Evaluation in Second Language Education. Cambridge University Press.

Gerot, L and Wignell P (1994). Making Sense of Fuctional Grammar. Sidney. Gerd Stabler. Antipodean Educational Enterprise.

Halliday. (1994). An Introduction to Functional Gramma, London. Arnold.

Hafner, A. Christofer. (2010). A Multi-perspective Genre Analysis of the Barrister’s Opinion: Writing Context, Generic Structure and Textualization. Journal Written Communication 27(4) pp.410-441. Sage Publications

5

Henry, Alex and Roseberry,L.Robert. (2007). Language Errors in €the Genre Based Writing of Advanced Academic ESL Students, Volume 38(2) 171-198, Sage Publications.

Honig, Shirley. (2010) . What do Children Write in Science? A study of the genre set in primary Sciece Classroom. Written Communication.Vol.27.No.1 pp. 87-119. Sage Publications.

Hyland, Kent. (2003). Genre Based Paedagogies: A Social Respone to process. Journal of Second language Writing. 12/1; 17-29.

.

Hyland, Kent. (2005). Second Language Writing. Cambridge.Cambridge University Press.

Hyland, Ken and Hyland, Fiona. (2006). Feedback on Second language Students Writing. Journal language Teaching 39. 83-101. Cambridge University Press.

Hyland, Ken. (2008). Genre and academic writing in the disciplines. Journal Language Teaching 41: 4. 543-562. Cambridge University Press.

Herrell, A and Jordan, M. (2004). Fifty Strategies For Teaching English Language Learner. California. Pearson Merrill Prentice Hall.

James, N. (2007). Writing at Work. How to write clearly, effectively and professionally. Southwood Press.

John, B. Killoran. (2006). Self Published Web Resumes: Their Purposes and Their Genre Systems. Journal of Bussiness and Techical Communication. Vol.20.pp 425.

6

John, A. M, Paltridge,MJ, Bawaroshi,R.M.Coe;Hyland,B; Reiff and C.Tardy. (2006). Crossing the boundaries of genre studies: Commentating by experts. Journal of Second language Writing. 12/2: 65-83.

Lin, Benedic. (2003). English in Singapore: An Insider Perspective of Syllabus Renewal through a Genre Based approach. RELC, 34.2. 223-246. ISSN.0033-6882.

Kvale, Steinar. (1996). InterViews: An Introduction to Qualitative Research Interviewing. Sage Publication. California.

Kim,Y. & Kim,J. (2005). Teaching Korean University: Writing Class: Balancing the Process and the genre Approach. Asian EFL Journal. Vol.7 (2) pp.69-90.

Macken-Horarik. (2002). ‘Something to Shoot For”: A Systemic Functional Approach to Teaching Genre in Secondary School Science In Johns (2002). Genre in the Classroom. Mahwah. Lawrence Erlbaum Associates, Inc.

Martin, J. R. (1992). English Text System and Structure. . Philadelphia/Amsterdam. Benjamins Publishing Company.

Martin, J. R. and Rose, D. (2007). Working with Discourse; Meaning beyond the clause. London. Continuum.

Martin,J. R and Rothery, J (1986). What A Functional Approach to the Writing Task can show Teachers about ‘Good Writing’ In Couture,B. (1986). Functional Approaches to Writing Research Perspectives, New Jersey. Ablex Publishing Corporation.

7

Martin,J. R, Mathiesen and Painter, C. (1997). Working with Functional Grammar. London. Arnold.

Mattiessen,I. M,C; Teruya, K and Lam,Marvin. (2010). Key Terms in Systemic Fungtional Linguistics. London. Continuum International Publishing Group.

Maxwel, A, J. (1996). Qualitative Research Design. London. Sage Publication, Inc.

Merriam. B. Sharan. (1988). Case Study Research in Education. San Francisco. Josssey- Bass Publisher.

Paltridge, Brian. (2001). Genre and the language Learning Classroom. Ann Arbor, MI: University of Michigan Press.

Paltridge, Brian. (2004). Academic Writing. Journal Language Teaching.37, 87-105. Cambridge University Press.

Peterson .S. Shelley and Kennedy. Kerrie. (2006). Sixth-Grade Teacher’s Written Comments on Students Writing: Genre and Gender Influences. Written Communication. Vol.23 Number 1. Sage Publicatgions.

.

Richard, Plat and Plat. (1992). Language Teaching and Applied Linguistic. England. London.

Richards, Keith. (2003). Qualitative Inquiry in TESOL. Palgrave. Brimingham. .

Rose, D. (2007). Reading to Learn. Book Four. Assessing Students writing. Copyright by David Rose.

8

Tardy. M. Christine. A Genre System View of Finding of Academic Research. Available in http: //wcx.sage publications. Com.

Tarry, H. Lectic. (1993). The Specification of a text: Register, Genre and Language Teaching; in M.Ghadesy(ed), Register Analysis: Theory and practice. London.Pinter.

.

Tompkins, E, G. (2008). Teaching Writing Balancing Process and Product. New Jersey.Pearson Merrill Prentice Hall

.

Walshe, D, R. (1990). Every Child Can Write! Australia. Primary English Teaching Association.

Xiao, Zhonghua and Enery.Mc.Anthony. (2005). Two Approaches to Genre Analysis: Three Genres in Modern Americanm English. Journal of English Linguistics. Vol.33.No.1 pp.62-82. Sage Publications.

Yin.M, Ang. (2000). Developmnets in the English Language Curriculum in Singapore: TE-LLL Journal. 16.2 (November) 3-8.