T B.ING 1302336 Table of content

TABLE OF CONTENT

STATEMENT OF AUTHORIZATION ..........................................................

i

PREFACE ........................................................................................................

ii

ACKNOWLEDGMENT ..................................................................................

iii

ABSTRACT .....................................................................................................

v

TABLE OF CONTENT ...................................................................................

vi

LIST OF TABLES ...........................................................................................

x

LIST OF FIGURES .........................................................................................

xi

CHAPTER I INTRODUCTION...................................................................

1

1.1.
1.2.
1.3.
1.4.
1.5.
1.6.

Background of the Research ...................................................................
Purpose of the Research ..........................................................................
Formulation of the Problem ....................................................................
Significances of the Research .................................................................
Clarification of Terms .............................................................................
Organization of the Research ..................................................................

1
5
5
6
6
7

CHAPTER II LITERATURE REVIEW .....................................................

9

2.1. Critical Literacy ......................................................................................
2.1.1. A Critical Social Literacy: Literacy as a Social Practice ............

2.1.1.1. Literacy as Social Construct ........................................
2.1.1.2. Literacy as a Social Action ..........................................
2.1.2. Model of Critical Literacy...........................................................
2.1.2.1. Disrupting the Commonplace ......................................
2.1.2.2. Interrogating Multiple Viewpoints...............................
2.1.2.3. Focusing on Socio-political Issues ...............................
2.1.2.4. Taking Actions .............................................................
i

9
10
11
13
14
15
17
19
20

Mayang Sari Nirmala Dewi, 2016

CRITICAL LITERACY IN THE TEACHING OF WRITING HORTATORY EXPOSITION TEXT BASED ON
GENRE PEDAGOGY APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

2.1.3. Benefits and Challenges of Critical Literacy ..............................
Genre-based Approach ............................................................................
2.2.1. Building Knowledge of the Field Stage ......................................
2.2.2. Modelling Stage ..........................................................................
2.2.3. Joint Construction Stage .............................................................
2.2.4. Independent Construction Stage .................................................
Argumentative Genres ............................................................................
2.3.1. Hortatory Exposition Text ..........................................................
Previous Related Research ......................................................................
Concluding Remarks ...............................................................................

22
24
28
29
31

33
34
35
38
39

CHAPTER III RESEARCH METHODOLOGY .......................................

40

3.1.
3.2.
3.3.
3.4.

Research Design ......................................................................................
Research Site ...........................................................................................
Participants ..............................................................................................
Data Collection Techniques ....................................................................
3.4.1. Classroom Observation ...............................................................

3.4.2. Students’ Reflective Journals ......................................................
3.4.3. Interview .....................................................................................
3.4.4. Students’ Hortatory Exposition Texts .........................................
3.5. Data Analysis Techniques .......................................................................
3.5.1. Data Analysis of Classroom Observation ...................................
3.5.2. Data Analysis of Documents.......................................................
3.5.3. Data Analysis of Interview..........................................................
3.6. Concluding Remarks ...............................................................................

40
42
42
42
43
44
45
46
47
47
50

50
51

CHAPTER IV FINDINGS AND DISCUSSIONS .......................................

52

4.1. An Overview of the Teaching of Hortatory Exposition Text based on
Genre Pedagogy Approach .....................................................................
4.1.1. Building Knowledge of the Field Stage ......................................
4.1.1.1.Lesson 1 ..........................................................................
4.1.1.2.Lesson 2 ..........................................................................
4.1.1.3.Lesson 3 ..........................................................................
4.1.2. Modelling Stage ..........................................................................

52
55
55
58
62

66

2.2.

2.3.
2.4.
2.5.

ii
Mayang Sari Nirmala Dewi, 2016
CRITICAL LITERACY IN THE TEACHING OF WRITING HORTATORY EXPOSITION TEXT BASED ON
GENRE PEDAGOGY APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

4.1.3. Joint Construction Stage .............................................................
4.1.4. Independent Construction Stage .................................................
4.2. The Implementation of Critical Literacy Model in the Teaching of
Writing Hortatory Exposition Text with the Principles of GBA ............
4.2.1. Critical Literacy at the First Stage of GBA: Building Knowledge
of the Field ..................................................................................

4.2.2. Critical Literacy at the Second Stage of GBA: Modelling .........
4.2.3. Critical Literacy at the Fourth Stage of GBA: Independent
Construction ................................................................................
4.2. Discussions..............................................................................................

71
75
81
83
110
113
126

CHAPTER V CONCLUSIONS, LIMITATION OF THE STUDY,
AND SUGGESTIONS ...................................................................................

135

5.1. Conclusions .............................................................................................
5.2. Limitations of the Study ..........................................................................

5.3. Suggestions .............................................................................................

135
137
138

REFERENCES ...............................................................................................

139

APPENDECIES .............................................................................................

149

Appendix 1: List of Teaching Schedules
Appendix 2: Lesson Plan 1
Appendix 3: Lesson Plan 2
Appendix 4: Lesson Plan 3
Appendix 5: Lesson Plan 4
Appendix 6: A Model Text in Modelling Stage

Appendix 7: Lesson Plan 5
Appendix 8: Lesson Plan 6
Appendix 9: Lesson Plan 7
Appendix 10: Reading Questions Lesson Plan 1
Appendix 11: Reading Questions Lesson Plan 2
Appendix 12: Classroom Observation Sheets
Appendix 13: Transcription of Classroom Observation
Appendix 14: Interview Questions
Appendix 15: Students’ Reflective Journals
iii
Mayang Sari Nirmala Dewi, 2016
CRITICAL LITERACY IN THE TEACHING OF WRITING HORTATORY EXPOSITION TEXT BASED ON
GENRE PEDAGOGY APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Appendix 16: Samples of Students’ Hortatory Exposition Text

LIST OF TABLES

Table 3.1 Classroom Observation, Focus of the Lessons, and Methods..........

43

Table 3.2 Student’s Reflective Journal ............................................................

45

Table 3.3 The Four Dimensions Model of Lewison, Flint, and Sluys .............

49

Table 4.1 List of Teaching Schedule................................................................

53

Table 4.2 An Example of Generic Structure and Lexicogrammatical Features
of Hortatory Exposition Text ...........................................................

68

Table 4.3 Teacher and Students’ Interactions ..................................................

84

Table 4.4 Teacher and Students’ Interactions ..................................................

87

Table 4.5 Teacher and Students’ Interactions ..................................................

93

Table 4.6 Teacher and Students’ Interactions ..................................................

94

Table 4.7 Teacher and Students’ Interactions ..................................................

103

iv
Mayang Sari Nirmala Dewi, 2016
CRITICAL LITERACY IN THE TEACHING OF WRITING HORTATORY EXPOSITION TEXT BASED ON
GENRE PEDAGOGY APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

LIST OF FIGURES

Figure 2.1 A Model of Genre-based Pedagogy (Rothery, 1996 in
Emilia, 2005) ...........................................................................................

26

Figure 2.2 A Model of Genre-based Pedagogy (Martin, 2010) .......................

27

Figure 3.1 A Model of Genre-based Pedagogy (Rothery, 1996 in
Emilia, 2005) ...........................................................................................

48

Figure 4.1 A Sample of Students’ Mind Map Made Collaboratively ..............

72

Figure 4.2 A Sample of Students’ Outline Made Collaboratively ...................

74

Figure 4.3 A Sample of Student’s Mind Map Constructed Individually .........

76

Figure 4.4 A Sample of Teacher’s Feedback ...................................................

78

Figure 4.5 A Sample of Student’s Final Writing Constructed Individually ....

80

Figure 4.6 A Sample of Student’s Diagnostic Text (High Achiever) ..............

117

Figure 4.7 A Sample of Student’s Final Text (High Achiever) .......................

118

Figure 4.8 A Sample of Student’s Final Text (Low Achiever) ........................

122

Figure 4.9 A Sample of Student’s Diagnostic Text (Low Achiever) ...............

124

v
Mayang Sari Nirmala Dewi, 2016
CRITICAL LITERACY IN THE TEACHING OF WRITING HORTATORY EXPOSITION TEXT BASED ON
GENRE PEDAGOGY APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

vi
Mayang Sari Nirmala Dewi, 2016
CRITICAL LITERACY IN THE TEACHING OF WRITING HORTATORY EXPOSITION TEXT BASED ON
GENRE PEDAGOGY APPROACH
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu