THE USE OF SONGS AS A PROMPT IN GENRE-BASED APPROACH IN TEACHING NARRATIVE TEXT : A Case Study in a Senior High School in Bandung.

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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The Use of Songs as a Prompt in Genre-based

Approach in Teaching Narrative Text

(A Case Study in a Senior High School in Bandung)

A PAPER

Submitted to the English Department of FPBS UPI as a Partial Fulfillment of Requirements for Sarjana Pendidikan Degree

By:

Sintia Hamidah Ilyasa 0807340

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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2013

The Use of Songs as a Prompt in Genre-based

Approach in Teaching Narrative Text

(A Case Study in a Senior High School in Bandung)

Oleh

Sintia Hamidah Ilyasa

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

Februari 2013

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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

PAGE OF APPROVAL

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text: A Case Study in a Senior High School in Bandung

A Paper

Sintia Hamidah Ilyasa 0807340

Approved By

First Supervisor Second Supervisor

Emi Emilia, M.Ed., Ph. D. Ernie D. Ayu Imperiani, M.Ed NIP. 196609161990012001 NIP. 197809222010122001

Head of English Education Department Faculty of Language and Arts Education

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

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The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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ABSTRACT

The research paper entitled, “The use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text: a Case Study in a Senior High School in Bandung”, aimed to examine in what stages of the genre-based approach (GBA) that songs as a prompt can be incorporated in teaching narrative text. Moreover, the study investigated to what extent songs as a prompt can help the students in writing narrative text. This study was conducted in one senior high school in Bandung using a case study research design. The data were collected from the observations, document analysis, and interview.

The findings of this study show that, songs can be incorporated in every stage in GBA including Building Knowledge of Field, Modeling of Text, Joint Construction, and Independent Construction. Furthermore, the analysis reveals that songs as a prompt can help the students to write narrative text in several aspects, as in helping the students to understand context and social purpose of narrative text, generating ideas to write narrative texts, enhancing students’ vocabularies and the use of expressions in writing narrative text, and promoting students’ motivation. Regarding this, it is recommended to use songs a as a prompt incorporated in GBA to teach writing in any text types, such as descriptive, recount, etc.

Keywords: Genre-based Approach, Songs, Writing Prompt, Narrative Text Supervisor : Emi Emilia, M.Ed., Ph. D.

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TABLE OF CONTENT

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGMENT ... iv

ABSTRACT ... vi

TABLE OF CONTENT ... vii

LIST OF FIGURES ... xi

LIST OF TABLES ... x

CHAPTER I INTRODUCTION ... 1

1.1 Background ... 1

1.2 Research Question ... 3

1.3 Aims of Study ... 3

1.4 Scope of Study ... 3

1.5 Significance of Study ... 4

1.6 Clarification of Related Terms ... 4

1.7 Paper Organization ... 5

CHAPTER II LITERATURE REVIEW ... 7

2.1 Writing ... 7

2.2 Teaching Writing ... 8

2.3 The Genre-based Approach ... 10

2.4 Narrative Text ... 18

2.4.1 Schematic Structure of Narrative Text ... 18

2.4.2 The Language Features in Narrative Text... 19

2.4.3 Types of Narrative Text ... 20

2.5 Songs as Prompts for Teaching Narrative Writing ... 20

2.5.1 Definition of Writing Prompts ... 20

2.5.2 Definition of Songs and Songs as Writing Prompts ... 21

2.6 Writing Assessment ... 23

2.7 Previous Study ... 23

2.8Concluding Remark ... 24

CHAPTER III METHODOLOGY ... 25

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3.2 Site and Participant ... 25

3.3 Research Design ... 26

3.4 Data Collection ... 27

3.4.1 Observation ... 27

3.4.2 Interview ... 27

3.4.3 Written Documents ... 28

3.5 Data Analysis ... 29

3.5.1 Data Analysis from Observation ... 29

3.5.2 Data Analysis from Interview ... 29

3.5.3 Data Analysis from Written Documents ... 30

3.6 Concluding Remark ... 33

CHAPTER VI DATA PRESENTATIONS AND DISCUSSION ... 34

4.1 Findings and Discussions from Observations ... 34

4.1.1 The Implementation of the Genre-based Approach Incorporated with Songs a Prompt in Teaching Narrative Text………... 35

4.1.1.1The Activities before the Teaching Program………. 35

4.1.1.2 Implementing GBA Incorporated with Songs as a Prompt in Teaching Narrative Texts………. 37

4.1.2 To What Extent Songs as a Prompt in Genre-based Approach Help the Students in Writing Narrative Text………. 45

4.1.3 Summary from Findings and Discussions from Observations... 46

4.2 Findings and Discussions from Documents Analysis ... 47

4.2.1 Summary of Findings and Discussion from Document Analysis 53 4.3 Findings and Discussions from Interview ... 53

4.3.1 The Implementation of Genre-based Approach Incorporated with Song in Teaching Narrative Text ... 54

4.3.2 To What Extent Songs as a Prompt in Genre-based Approach Help the Students in Writing Narrative Text ... 55

4.3.3 Summary of Findings and Discussion from Document Analysis .. 56

4.4 Concluding Remark ... 57

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 58

5.1 Conclusions ... 58

5.2 The Limitations of the Study ... 59

5.3 Recommendations ... 59

BIBLIOGRAPHY ... 61

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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LIST OF FIGURES

Figure 2.1 Teaching Learning Cycle of SFL GBA Figure 4.1 Students’ Text from JCOT Stage Figure 4.2 Student’s Text from ICOT Stage

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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LIST OF TABLES

Table 2.1 Elements of Writing Pedagogy Table 2.2 Kind of Texts in SFL GBA

Table 3.1 Assessment from Education Department of Western Australia Table 4.1 The Lyrics of “Speak Now” Song

Table 4.2 Example of “Missing Lyrics”

Table 4.3 Example of Narrative (Fiction) Text Table 4.3 The Lyrics of “Don’t Speak” Song

Table 4.5 The Example of Narrative Text Written by the Teacher Table 4.6 The Lyrics of “First Love” Song

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu[Type text]

CHAPTER 1 INTRODUCTION

1.1 Background of the Study

Writing as a productive skill is an important skill in English. Regarding this issue, it is not surprising that the teaching of writing is emphasized by the government in many countries, both in advanced countries (like Australia, the US) and developing ones (like Indonesia) (Emilia, 2010). Therefore, it is obvious that writing has to be an inherent part of teaching English (Rozimela, 2004).

In Indonesian context, the government’s concern with students’ English writing skill can be seen in the 2004 curriculum of English, which emphasizes on the teaching of writing apart from the other skills. The 2004 curriculum has adopted an approach to the teaching of writing, which was developed in Australia that encourages students to write different text types, namely the genre-based approach. When the approach was adopted in Indonesia, it represented a major departure from past practices (Emilia et al, 2010).

The genre based approach or also known as GBA is an approach which refers to teaching learners how to make use of language patterns to create coherent, purposeful composition (Hyland, 2003). This approach has largely drawn on systemic functional linguistics theory (e.g. Halliday, 1994; Martin, 1997; Johns, 2002a; Derewianka, 2003; Schleppegrell, 2008; Emilia, 2011). This approach has been employed in many native, EFL and ESL countries, as it is

reported that, “educators in countries as diverse as Singapore, South Africa, USA, Italy, Hong Kong, Australia, UK, China, Canada, Sweden and Thailand are employing genre-based approaches in developing their syllabuses, materials and curricula” (Derewianka 2003: 1)

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu[Type text]

However, in the implementation of genre-based approach in Indonesia, there were some challenges and it was particularly triggered by teachers’ insufficient understanding of the implementation of GBA (Triastuti, 2011). To overcome this problem, Emilia (2011) suggests that, English teacher should not only understand the GBA concepts, but also be creative and innovative.

In relation to this issue, teacher can use some creative materials to develop students’ writing skill and one type of the materials that can be used is song. Songs can help students to write a story, as suggested Grenough (1994, cited in Macias, 2011) that songs can help students in generating topic for composition and essays. Since story belongs to narrative, songs can be used to help students in writing narrative text. Regarding this context, Goering (2004) states that, the narrative text connects to music and it engages students’ writing with their emotional response.

Although research on songs as prompt (Fulton, 2001; Goering, 2004) and genre-based approach have been reported to be useful in the teaching of writing, especially in writing narrative text, research on the use of songs as a prompt incorporated in genre-based approach is still uncommon.

Therefore, the research is needed to investigate the use of songs as a prompt which is incorporated in genre-based approach. Thus, this present study tries to fill the gap by conducting research on the use of songs as prompt incorporated with GBA to teaching narrative writing which focuses on the stages in GBA which can be incorporated with songs as a prompt and to what extent songs as a prompt can help the students in writing narrative text.

1.2 Research Questions

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The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu[Type text]

1. In what stages of the genre-based approach can songs as a prompt be incorporated in teaching narrative text?

2. To what extent can song as a prompt help the students in writing narrative text?

1.3 Aims of the Study

According to the problems stated, this study aims to:

1. Identify in which stages of the genre-based approach songs as a prompt can be incorporated in teaching narrative text.

2. Investigate to what extent song as a prompt in genre-based approach can help the students in writing narrative text.

1.4 Scope of the study

The study focuses on investigating in what stages in genre-based approach that songs as a prompt can be incorporated in teaching writing narrative text and to what extent songs as a prompt can help the students to generate their ideas in writing narrative texts.

1.5 Significance of the study

This study is significant theoretically and practically. Theoretically, this study is expected to enrich the theories of using songs in teaching English as a foreign language, especially in the literature of genre-based approach which incorporated with songs, and research on songs in genre-based approach, which has not been well observed. For practical advantages, this study is expected to provide valuable information for teachers and students in teaching and learning of writing, especially in writing narrative text by using songs as a prompt.

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu[Type text] 1.6 Clarifications of Related Terms

There are some concepts that need clarification in this study. Each will be described below. 1. Songs refer short piece of music which is combined with words. In this study, song is used as instructional media.

2. Prompt refer to something to suggest, remind, or inspire. In this study, prompts are songs that used to inspire students in writing narrative text.

4. Genre-based approach refers to an approach which focus on teaching learners how to make use of language patterns to achieve coherent, purposeful composition (Hyland, 2004)

4. Narrative text refers to the one of genre in text which tells a series of events. It can be said as a process or act of telling story.

1.7 Paper Organization

This paper will be presented into five chapters, as below: Chapter 1 : Introduction

In this chapter, the paper elaborates the background of the study. It discusses about the genre-based approach, and how the approach can be incorporated with songs as a creative material to help the students to generate ideas in their narrative writing.

Chapter II : Theoretical Background

This chapter discusses some theories about teaching writing narrative text, genre-based pedagogy, and songs which can help in teaching narrative writing. Related previous studies are also provided in this chapter.

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The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu[Type text]

This chapter provides clear discussion about how the study is conducted and analyzed. It clarifies why the study needs to use classroom observation, interviews and documents analysis. The data analysis is also explained in detail.

Chapter IV : Findings and Discussion

This chapter discusses the findings of the study and analyzes those findings in discussion clearly. It shows how the findings answers the research questions about in what stages of GBA that songs can be incorporated in teaching narrative text and to what extent can songs help the students in the narrative writing,

Chapter V : Conclusion and Suggestion

This chapter presents the conclusion and several suggestions of the study based on the analysis in chapter four. The conclusion states the answer to the research questions. Several suggestions to improve teachers’and learners’ reference in using songs in teaching English as foreign

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodological aspects of the research to attempt addressing the research questions, which were stated in Chapter I. It covers research design, research site, participant, data collection techniques, and data analysis technique.

3.1 Research Method

This study employed a qualitative method, which is usually used to comprehend social phenomenon from participant point of view (Alwasilah, 2011; Patton, 1990). One of the characteristics of this research method is exploring a problem and developing a detailed understanding of a central phenomenon (Creswell: 2002). Regarding this, this study attempted to explore the use of songs as prompt incorporated with Genre-based approach, which has two objectives; first, to describe and explain how songs are incorporated with genre-based approach, and second, to investigate to what extent songs help the students in writing narrative text.

3.2 Research Site and Participants

The data were collected from the tenth grade classin one senior high school in Bandung with the researcher involved as the teacher of the class. It means that researcher was an active participant in the study, which according to Merriam (1988), it is called an observer participant. The tenth grade students were chosen because in this grade, narrative text was taught..

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The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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Case study design was employed in this research to gain in-depth exploration and understanding on issues. The issue here refers to the use of the songs in students’ narrative writing. Case studies, in their true essence, explore and investigate contemporary real-life phenomenon through detailed contextual analysis of a limited number of events or conditions, and their relationships (Zainal, 2007). In a similar vein, Yin (2003) states that case study focus is on a contemporary phenomenon within its real-life context and boundaries between phenomenon and its context are not clearly evident.

Furthermore, the purpose of case study is to study intensely one set (or unit) of something— programs, cities, counties, worksites—as a distinct whole (Balbach, 1999). In line with that, this study intensely investigated the use of songs in students’ narrative writing. Writing narrative text is stated as a program in English curriculum in senior high school in Indonesia.

According to McDonough and McDonough (1997), case study design is categorized into two categories, interpretive and evaluative case study, this study belongs to evaluative case study. Evaluative case study can be used in evaluating programs, whether the aims of the program have been achieved or not. As McDonough and McDonough (1997, as cited in Zainal, 2007) state that in evaluative case studies, the researcher goes further by adding their judgment to the phenomena found in the data.

3.4 Data Collection

In the data collection techniques, several steps were taken. Firstly, the students were asked whether they had studied about narrative texts to make sure that they understand narrative text. Secondly, the students attended eight meetings with the teacher to review the material of narrative text. The material covered the language features, generic structure, and the purpose of

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the writing. Then, the students were asked to write a narrative text based on the topic provided. Finally, the students wrote and submitted their texts to the teacher.

To examine the process of learning narrative text, some techniques in collecting the data of learning processes were employed as below:

3. 4. 1. Observation

The observation was a direct observation of events and behaviors as well as participant-observation where the researcher is an active participant in the events being studied (Stake, 1995 and Yin, 2003). The observation took place in the classroom where the learning activity was occurred. It was conducted eight times from October 8, 2012 to November 8, 2012. Each meeting took 90 meetings. The observation data were collected by using field notes and it was recorded in a video tape to support what cannot be noted by the researcher.

3.4.2. Interviews

The interview was in an open-ended interview which was aimed to gain the information directly from the participants. Open-ended interviews allowed the subjects to express themselves more freely and insight into events (Yin, 2003). The interviewees were the students who took parts as a participant. To acquire the information, the researcher used nine following questions

1. What do you think about English lesson so far?

2. From the four language skills (listening, speaking, reading, and writing), which skill do you think is the easiest and the most difficult? How about writing?

3. Which media do you like? How about songs?

4. Do English songs make you easier to learn English? What English songs do you like the most?

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5. What do you think about learning narrative text using songs? 6. Do songs help you to write narrative text?

7. Do you find any benefits of using songs in your narrative writing? 8. Do you find any difficulties in using songs in your narrative writing? 9. What do you think if the teacher does not use songs in teaching narrative?

The interview was administered to ten students after observations sessions. It was delivered in Bahasa Indonesia in order to gain a comprehensive data from students.

3.4.3. Written Documents

In additions to support the data from observation, the lesson plans that contain the learning activity involving the use of songs in student’ narrative writing were analyzed as useful information. Yin (2003) suggests that documents are useful for making inferences about events. The written documents were in the forms of lesson plans, songs’ lyrics used in the learning

activity which are based on the categories mentioned in Chapter II, students’ narrative text, and

writing assessment sheets. 3.5 Data Analysis

After the data have been gained, they were examined to find the connection to answer the research questions. The data gained from the three instruments were crosschecked by using triangulation to enhance research reliability and validity (Alwasilah, 2011; Vidovich: 2003). The data were categorized and recombined in order to address the initial research questions. Finally, the data analysis were presented in a descriptive explanation in the chapter IV.

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The data from field notes were crosschecked with the video recorded during the observations. The video also supported the data from field notes. After crosschecking the data, then the data were interpreted into categories based on the genre-based approach. The result of analysis of observation is described with the related theories in the chapter IV.

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3.5.2 Data Analysis from Interviews

The data from the interview were transcribed first before being interpreted into some main issues based the research questions: in what stages of GBA songs as a prompt can be incorporated in teaching writing narrative text and to what extent songs as a prompt can help the students to write narrative text. The results of interview were also categorized into a condensed version.

3.5.3 Data Analysis from Written Documents

The narrative texts produced by the students were analyzed by using the assessment sheet from Education Department of Western Australia (1997a: 41) which is cited in Emilia (2012: 153), as follows:

Table 3.1 Assessment from Education Department of Western Australia

Beginning Developing Consolidating Extending

Goal In this stage, the writer discusses why the story is written.

In this stage, the writer discusses why the story is written.

At this stage, the writer demonstrates an understanding that the story could be written to entertain, to educate, to inform, to influence, to experience, and to enable or to realize the reader's imagination.

At this stage, the writer demonstrates an understanding that a story can be written for different purposes and the reader can interpret the story in various ways

Organization and Content of the text

The writer writes a series of unrelated events or series of actions that ends with modest.

The writer introduces the characters and setting, and focuses on the chain of events that leads the reader into a simple complication and resolution.

The writer orientsthe readers by presenting the details selected to enhance the

understanding of the story. In addition, the complication is introduced and resolved in a fun way.

The writer can choose whether the general arrangement of the text will be used, manipulated or left to get the effect of a strong narrative.

-Orientation The writer writes the incomplete story

The writer writes the title,

Writing the title according to the story

Using a headline to attract readers, so the

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hope the readers understand the background of the story.

The writer has trouble in describing the characters by separating them with emotion.

Trying to orient to the readers with a bit to the setting

Including the important things of time, place, and characters with little decomposition or use a nickname or

stereotypical descriptions.

Including the details of time, place, and character with a description that intend to provide a story context for the reader

Including the details of setting that affects the development of the storyline or plot Describing in detail and vivid

characterizations Assuming to the understanding of character stereotypes

title could have a double meaning, Showing the evidence of the use of the innovative elements of the story

Providing details that define the relationship between the setting and the main characters or additional Equalizing (generalize) the attitude or characters

-Complication The writer writes a series of events that does not seem to lead the readers toward complication Focus on one or two characters without explanation and without an overview Just write how to launch the action figures and generally do not provide information about the reaction of the characters to an action or event It's hard to explain the information that is generally delivered in a direct conversation (face-to-face communication), for example, no punctuation (punctuation) and adjectives (adjectives) to

The writer includes event (event) that led to the advancement of the complication part of the story but still limited to include the characteristic narrative forms that is already known, for example, in fairy stories-rhyme, rhythm, repetition. Tracing the complication of the known story relies almost entirely on the actions of the characters to develop the storyline or plot Introducing characters without telling where they come or why they appear.

The writer includes events at the beginning (in the orientation events) developed to be a complication section Extending the story by adding the complication section

The writer develops a cohesive and coherent storyline and elaborate and complete each section complication into the episode Inviting the reader to fill in the details Manipulating the audience with the use of tension and selectively disclose information Developing the characters and giving them the substance / roles depending on the level of interest in the theme or plot Providing insight into the feelings of the characters

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such as gesture and facial expression. - Resolution The writer writes the

simple ending, such as "I woke up" It’s hard to write the ending.

The writer writes the simple ending, such as "I woke up"

The writer tries to make a resolution for the story he/she makes, the ending part (ending) is often predictable and not so successful in closing the story, such as "it was a dream ' Using a repeated theme, for example, the good always triumphs evil (good triumphs over evil) It's hard to write the end.

The writer does not hide the information to build or maintain tension

Taking events from nature into the writing to give effect of tense such as: ‘thunder rooled, lightning flashed ...' Trying to link the elements to draw conclusions from the story

Being able to insert personal comments (evaluative) or coda (reflective statement) Showing the

relationship between the influence of character and conflict and resolve at least some conflicts

The writer relates the elements to draw conclusions from the story

Connecting influence between the characters and conflict and resolve minimal all conflicts

Being able to interpret the events

imaginatively

Linguistic Features

The writer uses few basic connectives, for example, and, then

Changing figures pronoun of the third person to first person (he being I) Rarely using direct speech (direct speech) It is difficult to maintain consistent use of tense

The writer uses limited adjectives and adverbs are still in describing something

Writing a

conversation, but the reader is difficult to determine who said this and who said that Trying to write direct speech, interjections, or questions to increase understanding and create a particular situation

Using causal conjunction (causal conjunctions), for

The writer uses simile, adjective phrases and adverbs to clarify the story Using a complex conjunction, such as nevertheless, otherwise Using varied sentence length and punctuation to change the tempo

The writer effectively controls the language and structural features and gains emotional response from the reader with the selection of

vocabulary and careful writing style

Drawing the reader into the narrative with the use of a various instruments such as imagery, metaphor, simile

Making use of dialogue and character to include the

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The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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if ...

provide context for the reader.

3.7 Concluding Remark

This chapter has presented research design, research site, participant, data collection techniques, and data analysis techniques. This research attempted to investigate the two main issues; the stages in genre-based approach that can be incorporated with songs in writing narrative text and to what extent songs as a prompt can help the students in writing narrative text.

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents Conclusions and Recommendations. The Conclusions section begins with a brief description of the background, the research problems, the main findings, and the conclusion. The Recommendations section contains of suggestions that are intended for the improvement of future research, particularly in teaching narrative writing using songs, for teachers, students, and other researchers.

5.1Conclusions

This study is concerned on analyzing the use of songs in Genre-based approach in teaching narrative writing. The purpose of this study is to find out how songs as a prompt can be incorporated with the genre-based approach in teaching narrative writing, and to what extent songs help the student in writing narrative text.

The findings of the study signified that songs as a prompt can be incorporated with genre based approach to teach narrative text to senior high school students. That argument was supported by the data from observations, interview, and documents analysis. It can be seen that the students could engage the every stage in GBA which incorporated with songs. They also produced narrative text which were prompted by songs.

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Moreover, the study has investigated that songs as a prompt help the students in terms of understanding context and social purpose of the text,

developing the them and the storyline of the text, enhancing students’ vocabulary

in writing narrative text, and promoting students motivation in learning and writing narrative text.

5.2 Limitations of the Study

However, regarding the findings of this study, there are some limitations of the study. First, the teacher had to anticipate the students who did not like to listen to music and they are not musical learners. Second, it is the anticipation to the subjectivity, since the teacher was the researcher who implemented the study. The last is the implementation of the GBA incorporated with songs, which only took only one cycle because of the time limitations given by the site of the research.

5.3 Recommendations

Based on research findings, discussion, and the conclusion of research result, the writer proposes some suggestions particularly regarding to the teaching of writing and the research in using songs as prompt in teaching narrative writing.

First, it is recommended that songs as a prompt can incorporated in the genre-based approach, especially in writing narrative text. It is an effective media to help the student to generate ideas in writing narrative text, understand the

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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

content and social function of narrative text, enhance students’ vocabularies and expression in writing narrative text, and promotes students’ motivation.

Second, on the topic of the use of song as prompt in writing, it is suggested to other researchers to provide more data, theoretical basis, and previous research. It is also recommended that songs as prompt can be used in different text types, such as descriptive, recounts or even spoken texts.

Third, in the implementation of the GBA, it is suggested that GBA be implemented in the teaching and learning process more than one cycle in order to gain data that are more comprehensive.

Lastly, it is also hoped to conduct an analysis of the text produced from the use of songs as prompt, where the researcher use SFL as an analysis tools of text produced from Genre-based approach.

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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

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