TEACHING WRITING MULTIMODAL RECOUNT TEXT USING GENRE BASED APPROACH.

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TEACHING WRITING MULTIMODAL RECOUNT TEXT USING GENRE BASED APPROACH

(A Case Study at a Junior High School in Bandung)

A Thesis

Submitted in Partial Fulfillment of the Requirement for the Master’s Degree in English Education

ASTUTI PRATIWI RAMADHANI

1202191

ENGLISH EDUCATION

SCHOOL OF POSTGRADUATE PROGRAM

INDONESIA UNIVERSITY OF EDUCATION

BANDUNG

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English Education at Secondary Education

Oleh

Astuti Pratiwi Ramadhani S.Pd Universitas Negeri Padang, 2011

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd) pada Program Studi Pendidikan Bahasa Inggris

Sekolah Pascasarjana

©Astuti Pratiwi Ramadhani 2014 Universitas Pendidikan Indonesia

September 2014

Hak cipta dilindungi undang-undang. Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan dicetak ulang, difotokopi, atau cara lainnya

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Astuti Pratiwi Ramadhani, 2014

Teaching writing multimodal recount text using genre based approach

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

TABLE OF CONTENTS

PAGE OF APPROVAL ... Error! Bookmark not defined.

DECLARATION ... Error! Bookmark not defined.

CHAPTER 1 ... Error! Bookmark not defined.

1.1. Background of the Problem ... Error! Bookmark not defined.

1.2. Research Questions ... Error! Bookmark not defined.

1.3. Research Objectives ... Error! Bookmark not defined.

1.4. Scope of the Research ... Error! Bookmark not defined.

1.5. Significance of the Research ... Error! Bookmark not defined.

1.6. Organization of the Thesis ... Error! Bookmark not defined.

2.1 Review of Related Theories ... Error! Bookmark not defined.

2.1.1 Theory of Writing ... Error! Bookmark not defined.

2.1.2 Writing Recount Text ... Error! Bookmark not defined.

2.1.3 Genre Based Approach ... Error! Bookmark not defined.

2.1.4 Systemic Functional Grammar ... Error! Bookmark not defined.

2.2 Multimodal Text ... Error! Bookmark not defined.

2.2.1 Teaching Multimodality ... Error! Bookmark not defined.

2.2.2 A System for Image Text Relation ... Error! Bookmark not defined.

2.3 Related Research ... Error! Bookmark not defined.

2.4 Concluding Remarks ... Error! Bookmark not defined.

3.1 Research Design ... Error! Bookmark not defined.

3.2 Research Site and Participants ... Error! Bookmark not defined.

3.3 Data Collection Techniques ... Error! Bookmark not defined.

3.3.1 Instrumentation ... Error! Bookmark not defined.

3.3.2 Procedure... Error! Bookmark not defined.

3.4 Data Analysis ... Error! Bookmark not defined.

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3.4.2 Students’ Writing ... Error! Bookmark not defined.

3.4.3 Questionnaires ... Error! Bookmark not defined.

3.4.4 Interview ... Error! Bookmark not defined.

3.5 Concluding Remarks ... Error! Bookmark not defined.

4.1 Teaching Program ... Error! Bookmark not defined.

4.1.1 Preliminary Phase of the Teaching Program ... Error! Bookmark not

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4.1.1.1 Informing the Students with the Teaching Program... Error!

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4.1.1.2 Deciding the Topics of Writing .... Error! Bookmark not defined.

4.1.1.3 Performing Diagnostic Writing .... Error! Bookmark not defined.

4.1.1.4 Searching the Material ... Error! Bookmark not defined.

4.1.2 Teaching Implementation ... Error! Bookmark not defined.

4.1.2.1 Building Knowledge of Field (BKOF) ... Error! Bookmark not

defined.

4.1.2.2 Modeling of Text (MOT) ... Error! Bookmark not defined.

4.1.2.3 Joint Construction (JCOT) ... Error! Bookmark not defined.

4.1.2.4 Independent Construction (ICOT) Error! Bookmark not defined.

4.2 Discussions of Students’ Text Analysis ... Error! Bookmark not defined. 4.2.1 Analysis of High Achiever Student’s Text ... Error! Bookmark not

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4.2.1.1 Analysis of Schematic Structure and Image Text Relation .. Error!

4.2.1.2 Analysis of Lexicogrammatical Features ... Error! Bookmark not

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4.2.1.3 Analysis of Theme System ... Error! Bookmark not defined.

4.2.2 Analysis of Middle Achiever Student’s Text .... Error! Bookmark not

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4.2.3 Analysis of Low Achiever Student’s Text ... Error! Bookmark not

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defined.

4.3 Discussion on Questionnaire and Interview Data . Error! Bookmark not

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4.3.1 Students’ Opinion on Teaching and Learning through Genre Based

Approach ... Error! Bookmark not defined.

4.3.1.1 Students’ Opinion on Background Knowledge of Field (BkoF)

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4.3.1.2 Students’ Opinion on Modeling of Text (MoT) Error! Bookmark

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4.3.1.3 Students’ Opinion on Joint Construction (Jcot) Error! Bookmark

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4.3.2 Students’ Opinion toward the Using of Multimodal Texts

(Photographs) in Writing Recount Text ... Error! Bookmark not defined.

4.3.3 Students’ Suggestion toward the Teaching Program Error! Bookmark

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4.4 Discussion ... Error! Bookmark not defined.

5.3 Conclusion ... Error! Bookmark not defined.

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5.5 Recommendation ... Error! Bookmark not defined.

BIBLIOGRAPHY ... Error! Bookmark not defined.

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LIST TABLE

Table 2.1 Roles of giving and demanding ... Error! Bookmark not defined.

Table 4.1 Modelling 1 of Aspects on Recount Text ... Error! Bookmark not

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Table 4.2 Modeling 2 of Aspects on Recount Text Error! Bookmark not defined.

Table 4.3 Text 4.1 Diagnostic Text by High Achiever Student (S1) ... Error!

Table 4.4 Text 4.2 Independent Text of High Achiever Student (S1) ... Error!

Table 4.5. Students’ text in diagnostic test and independent construction stage

... Error! Bookmark not defined.

Table 4.6. Text 4.3 Diagnostic Text by Middle Achiever Student (S2) ... Error!

Table 4.7 Text 4.4 Diagnostic Text by Middle Achiever Student (S2) ... Error!

Table 4.8. Students’ text in diagnostic test and independent construction stage

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Table 4.9. Text 4.5 Diagnostic Text by Low Achiever Student (S3)... Error!

Table 4.10. Text 4.4 Independent Text by Low Achiever Student (S3) ... Error!

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LIST FIGURE

Figure 2.1 Curriculum Cycle by Derewianka (2012)... Error! Bookmark not

defined.

Figure 2.2 Curriculum Cycle by Hammond et al (1992) ... Error! Bookmark not

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Figure 2.3 Relationship between language, register, and genre. . Error! Bookmark

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Figure 2.4 Multimodal Literacy in Classroom Context ... Error! Bookmark not

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Figure 2.5 The Multimodal Planning and Teaching Sequence ... Error! Bookmark

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Figure 2.6 Sample of Multimodal Text ... Error! Bookmark not defined.

Figure 2.7 Taxonomy of function of images to the text ... Error! Bookmark not

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Figure 2.8 System of image-text status relations ... Error! Bookmark not defined.

Figure 2.9 Example of independent image-text relationship Error! Bookmark not

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Figure 2.10 Example of complementary image-text relationship ... Error!

Figure 2.11 Example of image subordinate to text relationship . Error! Bookmark

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Figure 2.12 Example of text subordinate to image relationship. Error! Bookmark

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Figure 4.1 Curriculum Cycle Used in the Study (Hammond, et al. 1992) ... Error!

Figure 4.2 Photograph materials in BKOF ... Error! Bookmark not defined.

Figure 4.3 Semantic Map in BKOF ... Error! Bookmark not defined.

Figure 4.4 Conversation Text in BKOF ... Error! Bookmark not defined.

Figure 4.5 Modelling on Multimodal Text ... Error! Bookmark not defined.

Figure 4.6 Students’ First Draft in JCOT ... Error! Bookmark not defined.

Figure 4.7 Students’ Final Writing in JCOT ... Error! Bookmark not defined.

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Figure 4.9 High Achiever Student’s Multimodal Recount Text . Error! Bookmark

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Figure 4.10 High Achiever Student’s Multimodal Recount Text ... Error!

Figure 4.11 High Achiever Student’s Multimodal Recount Text ... Error!

Figure 4.12 High Achiever Student’s Multimodal Recount Text ... Error!

Figure 4.13 Middle Achiever Student’s Multimodal Recount Text ... Error!

Figure 4.16 Low Achiever Student’s Multimodal Recount Text Error! Bookmark

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LIST APPENDICES

Appendix 1 : Rencana Pelaksanaan Pembelajaran (RPP) Error! Bookmark not defined.

Appendix 2 : Sample of Observation Notes ... Error! Bookmark not defined.

Appendix 3 : Sample of Student’s Text in Diagnostic Stage Error! Bookmark not defined. Appendix 4 : Sample of Students’ Multimodal Text Error! Bookmark not defined.

Appendix 5 : Sample of Students’ Text Analysis ... Error! Bookmark not defined. Appendix 6 : Open-ended Questionnaire ... Error! Bookmark not defined.

Appendix 7 : Sample of Questionnaire Data ... Error! Bookmark not defined.

Appendix 8 : Interview Guidance ... Error! Bookmark not defined.

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ABSTRACT

This thesis reports on the effectiveness of using photographs as a kind of multimodal text in teaching writing recount text in genre-based approach classroom. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from four sources,

including classroom observations, students’ texts, questionnaires, and interviews.

The study involved three students at one junior high school in Bandung. They were categorized into high, middle, and low achiever. The data from observations, questionnaires, and interviews were analyzed based on the theories of teaching in the genre based approach (Derewianka, 1990) and teaching the multimodality (Walsh, 2011). Moreover, the data from the students’ texts were analyzed based on the theories of transitivity and thematic system of the Systemic Functional Grammar (Halliday & Matthiessen, 2014). The results show that the teacher was able to teach writing in four stages as suggested in the GBA theory. These include Building knowledge of the field (BKOF), Modeling of the text (MOT), Joint construction of the text (JCOT), and Independent construction of the text (ICOT). Before applying the four stages, the teacher gave the students a diagnostic writing to identify the students’ profile in writing ability. Furthermore, the analyses of the

students’ texts reveal that the students can improve their writing. This can be seen

from the variation in lexis, good control of the chronological order, and length of the texts. Moreover, the data show that the students have positive opinions on the use of the photographs in writing. The students stated that the photographs help them express their ideas, and construct the texts chronologically. Based on the findings, it is recommended that the teaching writing using photographs should be applied in other EFL contexts to improve the teaching of English and enhance the

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ABSTRAK

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CHAPTER 1

INTRODUCTION

This chapter consists of six sections: the background of the study, research

questions, research objectives, scope of study, significance of research and

organization of the thesis.

1.1.Background of the Problem

Writing as one of the four skills has always formed part in syllabus of

teaching English. Writing is different with spoken language. Spoken language can

be acquired naturally as a result of being exposed, whereas writing has to be

consciously learned (Harmer, 2006, p. 3). Specifically, writing assists people to

learn how to form language, how to spell, and how to put the idea together in a

good plot. It becomes one way to enable people to express their thoughts to other.

It deals with the interpersonal communication which exists in the reflection of

what people are thinking (Brown, 2007, p. 335; Harmer, 2006, p. 112;

Kumaravadivelu, 2005, p. 8). However writing is not just a speech written down.

It is necessary to make written texts full of information, than spoken texts, for

there is no chance of adding information (Gibbons, 2002, p. 52).

Frequently, writing is now no longer the mode of representation in

learning materials, such as textbooks, and teacher-produced materials. Meanwhile,

images are increasingly prominent as carriers of meaning in writing (Bezemer &

Kress, 2008, p. 166). Writing and images have become the major means of

representing content (Kress & Van Leeuwen, 2006, p. 17). Technology is the one

which impact human’s way of communication and social change. People are now able to communicate instantly with a combination of texts, photos, or videos

through mobile phone technology, different types of computers and multimedia

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Writing and image relationships are frequently known as part of

multimodality. Multimodality refers to meaning-making written texts which are

combined with other modes such as images, sounds, gestures, and movement

(Walsh, 2011, p. 12). The study of multimodality, especially in the relation of

image and text to teach English as first language, has been conducted by several

researchers (e.g. Royce, 2002; Salway & Martinec, 2005; Unsworth, 2006;

Bezemer & Kress, 2008; Thompson, 2008; Walsh, 2008, 2009, 2010; Cumming,

Kimber, & Wyatt-Smith, 2012). The studies reported that using image in the

classroom has increased students’ interactivity and discussion. However, none of this study has been conducted in EFL context. Thus, the present study is to reveal

the effectiveness of multimodality, particularly photographs, to students who learn

English as a foreign language.

Meanwhile, an approach which is relevant to teach writing using

multimodal, particularly photographs, is the Genre Based Approach (GBA). Thus

this study employs Genre Based Approach in teaching multimodal writing

through photographs. The genre based approach is moving through four stages

(Derewianka, 1990, p. 3; Gibbons, 2002). The stages are begun by Building

Knowledge of the Field (BKOF), then Modeling of the Text (MOT), Joint

Construction of the Text (JCOT), and Independent Construction of the Text

(ICOT). The multimodal materials were input in each stage. The teacher put

several materials with photographs in the BKOF and MOT stages. Meanwhile the

students put their own photographs to create the writing products in the JCOT and

ICOT stages. At the end of the GBA cycle, it is expected that the students can

understand the genres as well as their writing products.

By viewing the accomplishment of multimodality in teaching, this study is

aimed to investigate the use of multimodality in terms of photographs and text to

teach language in the classroom. Therefore, the study concerns on the

implementation of photographs in teaching writing, and how these materials can

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Since none of the studies about teaching multimodality has been

conducted in EFL context, the present study, thus, aims to reveal the effectiveness

of photographs on developing students’ writing ability in EFL context,

particularly at one junior high school in Bandung. Specifically, the study

identifies the implementation of teaching writing using multimodal texts

particularly photographs, the improvement of students’ writing ability, and the

students’ opinions toward teaching writing using multimodal texts, especially photographs, in developing their writing ability.

1.2.Research Questions

In line with the background of the problem in Section 1.1, this research will

attempt to address the following questions:

a. Can multimodal texts, especially photographs, be implemented to

teach writing using genre-based approach?

b. How can multimodal texts, especially photographs, help to improve

the students’ writing ability using genre-based approach?

c. What are the students’ opinions toward teaching writing using

multimodal texts, especially photographs, in developing their writing

ability?

1.3.Research Objectives

With reference to the problem which will be examined, this study is aimed at:

a. implementing multimodal texts, especially photographs, to teach

writing using genre-based approach.

b. exploring the extent to which multimodal texts, especially

photographs, can develop the students’ writing ability using genre -based approach.

d. exploring the students’ opinion toward teaching writing using

multimodal texts, especially photographs, in developing their writing

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1.4.Scope of the Research

This is a case study carried out at one junior high school in Bandung. It

uses triangulation of classroom observations, students’ texts, questionnaires, and

interviews as the data collection techniques. The implementation of multimodal

text is limited in the use of photographs only. The analysis focuses on the social

function, schematic structure, linguistic features, and thematic progression of the

students’ texts. The analysis attempts to identify the students’ ability and their opinions on the use of multimodal text to teach writing recount texts in the

genre-based approach classroom.

1.5.Significance of the Research

This study attempts to analyze students’ writing development in the use of photographs to teach writing. Therefore, it is greatly expected that the findings of

the study will give contribution theoretically and practically to the development of

media in teaching language especially in teaching writing in the EFL context.

Theoretically, it is expected that the research findings will greatly enrich

the theory of how to implement the photographs as multimodal text to teach

English in the EFL classroom. It is also expected that the research findings will be

beneficial as useful information for the following researchers or writers who want

to conduct a further research concerning the using of media in language teaching.

Practically, it is hoped that the result of the study can give a feedback to

teacher’s understanding of the advantages of using multimodal text in teaching. Therefore, teacher may create a positive environment to support students in the

process of writing.

1.6.Organization of the Thesis

This thesis is divided into five chapters. Chapter one gives general

descriptions of the introduction to the topic of the research. Chapter two presents

the theories that support the study. Chapter three discusses the research

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in the classroom, the discussion of students’ writing analysis using the Systemic Functional Grammar (SFG) and the discussion of students’ opinion on the

teaching program based on the data from the questionnaire and interview. Chapter

five provides conclusions drawn from the discussion in the previous chapter and

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CHAPTER 3 METHODOLOGY

This chapter discusses the research methodology that the researcher used in this

study. It consists of four sections; research design, site and participants, data

collection, and data analysis techniques.

3.1Research Design

The purpose of this study was to describe and identify the effectiveness of

implementation of teaching multimodal text using genre-based approach. This

study was conducted in order to answer the following research questions; 1) can

multimodal texts, especially photographs, be implemented to teach writing using

genre-based approach?; 2) how can multimodal texts, especially photographs,

help to improve the students’ writing ability using genre-based approach?; and 3)

what are the students’ opinions toward teaching writing using multimodal texts, especially photographs, in developing their writing ability?

This study employed a qualitative approach to gain the data collection and

data analysis. The study has a characteristic of a case study for four reasons. First,

the study was aimed to provide an investigation in real situation of students’

behavior in the teaching program and their writing ability toward multimodal text

to develop students’ writing competency (Nunan, 1992, p. 74; McMillan & Schumacher, 2001, p. 398; Cohen, Manion, & Morrison, 2013; p. 253). Second,

the study did not formulate any hypothesis and seek to test it, but the study

analyzed the situation of such phenomena rather than develop theory which is also

otherwise case study features (Creswell, 2003; Cohen et al., 2013). Therefore, the

result of the study was not attempted to generalize beyond different case &

setting. Third, the study developed in depth of a small group of participants

(Creswell, 2003, p. 13; Marshall & Rossman, 2006, p. 55; Holliday, 2007, p. 18;

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enhancing the validity and effectiveness of the teaching program (McMillan &

Schumacher, 2001, p. 398; Cohen et al., 2013, p. 253). Specifically, the study was

to examine a particular case to give an insight into an issue on the use of photo as

multimodal text in teaching writing. Furthermore, the result of the study is

expected to contribute to setting policy and professional practice (Liamputtong,

2009, p. 192).

3.2Research Site and Participants

This study was conducted to second grade students in one public junior

high school in Bandung. To choose the participant of the study, the purposive

sampling was employed for a feature of qualitative research ( McMillan &

Schumacher, 2001, p. 400; Cohen et al., 2013, p. 114). There were three

participants in the study; each of them was from high, middle, and low achiever

students. The data of high, middle, and low achiever was based on the diagnostic

writing that was held firstly before the teaching cycle. The participants were

observed during the teaching stage to recognize their ability in writing. This

scheme was based on the theory that qualitative research depends on the specific

setting and phenomena which will be studied (Maxwell, 2012; p. 69). To access

the successful study, technically the research setting should achieve the things

which are needed to answer the research questions.

3.3Data Collection Techniques

This section discussed about two main part; instrumentation, and

procedures of data collection techniques.

3.3.1 Instrumentation

The study employed four types of instruments including students’ writing

documents, classroom observations, questionnaires and interviews. The

triangulation of two or more methods of data collection was needed in order to

make the research findings more reliable (Wallace, 1998; 36; Liamputtong, 2009,

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which the researcher compared different sources, situations, and methods to see

whether the same pattern kept recurring (McMillan & Schumacher, 2001, p. 478).

Either, it reduced the risk that the findings reflected only systematic biases or

limitations of a specific method. So it allowed gaining a better assessment of the

validity (Maxwell, 2012, p. 93).

3.3.1.1 Classroom Observation

Classroom observations were conducted to capture a clear picture of each

activity. Observation methods offer actual evidence by systematic documentation

of participant in teaching cycle (Hyland, 2009). In this study the researcher

contributed as the teacher and acted as participant observer of the study.

Immersion in the setting permits the researcher to hear, to see, and to experience

reality in natural setting (Marshall & Rossman, 2006).

The observations were done in eight meeting. It was started from the first

meeting to the end of teaching program. The researcher recorded the activity in

the classroom. The observation records were referred to as field notes. Field notes

describes detail, nonjudgmental, and concrete descriptions of what happened in

the setting. It was written immediately after each session because the memory of

observation is still fresh (Van Lier, 1996). Field notes focused on both students

and teacher have been said and one in the interactional setting (Liamputtong,

2009).

3.3.1.2 Students’ Writing

A major source of data for writing research is writing itself (Hyland,

2013). Therefore, students’ document analysis is important to see the development

of their writing skills (Freebody in Emilia, 2011). The document was students

writing in recount text using photos as multimodal text. There were six texts that

were analyzed in the study. Three of them were text in diagnostic test, and others

were from independent construction writing. A diagnostic text was employed in

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difficulties and skill deficiencies during the course (Hughes, 2003; Cohen, 2007).

Meanwhile independent construction text was employed in independent

construction stage of genre based approach. Independent construction writing was

applied in the final stage after several stages of teaching writing in genre based

approach were conducted.

3.3.1.3 Questionnaires

Questionnaires were widely used for exploring students’ opinion and their

writing attitude toward the implementation of the teaching cycle (Hyland, 2013).

The questionnaires were used for collecting large amounts of students in opinion

to teaching cycle in the classroom. The questionnaires which were used in the

study were in open-ended format. Open ended questions include items where the

actual question is not followed by response options for respondent to choose but

rather by some blank space (Dörnyei & Taguchi, 2010). An open-ended question

can catch the authenticity, richness, depth of response, honesty, and candor

(Cohen et al., 2013). Therefore open-ended questionnaires were suitable to find

out the students’ opinion toward the teaching program in this study.

There were 18 questions which divided into 5 major themes; using

photographs in BKOF activities, using photographs in MOT activities, using

photographs in JCOT activities, using photographs to write recount text, and

students’ suggestions toward the teaching program. These questions were

developed to support the analyses of students’ opinion on using photographs as multimodal text in writing recount text. Furthermore, the questionnaire was

constructed based on the theory about genre based approach proposed by

Derewianka (1990), Feez (2002), and Gibbons (2002), and theory about teaching

multimodal proposed by Royce (2002), and Walsh (2011).

Inter-rater and content validity were conducted to validate the

questionnaire (Cohen et al., 2013). First of all the questionnaire was consulted to

the researchers’ lecturers and colleagues to see the compatibility of each question

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to 10 students who did not involve as participants in the study. It was done to see

the readability of each question to the students. After all, the questionnaires were

distributed to 29 students which involved in the teaching program.

3.3.1.4 Interview

Interviews helped researcher to explore the participants’ view on the topic

(Marshall & Rossman, 2006). The interview offered more interactive and less

predetermined modes of eliciting information (Hyland, 2013). The interview in

this study were formed in the semi-structured interview. It was the combination of

a certain degree of control with a certain amount of freedom to develop the

interview (Wallace, 1998). Therefore, participants were able to discuss their

interpretation and perspectives toward the teaching program.

In this study, the interview was conducted to gain deep information from

the students about the teaching program. In line with the questionnaires, questions

in interview were developed to support the analyses of students’ opinion on using photographs as multimodal text in writing recount text. There were 10 guided

questions in the interview. The questions were constructed based on the theory

about genre based approach which was proposed by Derewianka (1990), Feez

(2002), and Gibbons (2002), and theory about teaching multimodal which was

proposed by Royce (2002), and Walsh (2011). To validate the questions in the

interview, the researcher did inter-rater validity (Cohen et al., 2013). The

questions were consulted to the lecturers and colleagues to see the compatibility

of each question to gain more information toward the teaching program.

3.3.2 Procedure

Regarding the instrument in collecting the data, the following are the

procedures of constructing and conducting those instruments. First is the

observation note. In this study the researcher contributed as the teacher and acted

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researcher to hear, to see, and to experience reality in natural setting (Marshall &

Rossman, 2006). The researcher took notes on everything that was going on in the

class and as soon as leaving the class and events were reconstructed into field

notes. The observation notes wrote immediately after each session. It is because

the memory of the observation was still fresh (Van Lier, 1996). The observation

notes focused on both what the students and the teacher had said and done in the

setting (Cohen et al., 2013).

Furthermore, the students’ texts were collected at various stages of the research program including diagnostic stage, joint construction, and independent

construction stage. The researcher collected the students’ written works which

were produced in the teaching program to find out the characteristics of their text.

Students’ written works constituted the main resource of information to reveal students’ development in writing ability.

Moreover, the questionnaire and interview in this study were designed to

adapt the theory of teaching multimodal text proposed by Walsh (2008, 2009,

2011, and 2012). This aims to obtain more comprehensive data of students’

opinion toward the teaching program. There were about 18 questions of open

ended questions in the questionnaires to see the authenticity, richness, depth of

response, honesty, and candor of the issue (Cohen et al., 2013). It was distributed

to 29 students which involved in the teaching program.

Meanwhile, the interview was administered in semi-structured questions.

It was to enable the researcher to get all information required while at the same

time permitted the participants’ freedom of responses and description to illustrate

the concept (Wallace, 1998). In this study, the interview was done to six

participants. The participants from high, middle, low achiever were interviewed to

reveal their opinion toward the use of photographs as multimodal materials in

teaching writing. The interview was conducted face-to-face and involved one

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3.4Data Analysis

The data collected were analyzed to describe the implementation of

teaching multimodal recount text using genre-based approach. It was to see the

development of students’ writing ability and their opinion toward the teaching

program. The data in the study was gathered from triangulation of students’

writing documents, observations, questionnaire, and interview. The data analyses

included content analysis of students’ writing, notes from the observation, data

from questionnaire, interview transcript, and notes on interview context.

The early stage in qualitative analysis is data management, in which the

raw data are reviewed, labeled, sorted and code (McMillan & Schumacher, 2001;

Darlington & Scott, 2002; Holliday, 2005). It is familiar as coding. This coding

stage is the process of defining what the data are about. Afterward, the analysis

will able to identify, map the range and diversity of each data to develop it into

findings (Darlington & Scott, 2002; Creswell, 2012). The analysis then go to

explanatory stage, in which the analysis data will build explanations about the

finding, interpreting it and validating the accuracy (McMillan & Schumacher,

2001; Darlington & Scott, 2002; Holliday, 2005; Cohen, 2007; Liamputtong,

2009; Creswell, 2012).

3.4.1 Classroom Observation

The data of classroom observation was supported by field notes and

videotaped. After finishing teaching activity in one meeting, videotape was played

to get information about students’ activity in the classroom. The information was also supported by field notes that were written soon after the meeting. The

activities in the classroom were categorized based on the research questions and

teaching stage.

There were three steps that were done to analyze the data of observation

notes (Cohen et al., 2013; McMillan & Schumacher, 2001). First, observation

notes during the teaching program were transcribed. Second, summarizing all

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data with the research questions. Third, the data was coded and categorized based

on the theme. The result and discussion of observation, field note and videotaped

were formulated in teaching program report (see chapter 4).

3.4.2 Students’ Writing

The framework of systemic functional grammar was used as a tool of

analyzing genres. Therefore, students’ documents in writing recount text were

analyzed based on the schematic structure, and lexicogrammatical features of the

text. The texts were analyzed based on systemic functional grammar in terms of

transitivity and thematic system (Gerot & Wignell, 1994; Halliday & Matheissen,

2004; Eggins, 2004). The detail analysis of students’ text was described in

discussion of text analysis in chapter 4.

3.4.3 Questionnaires

The questionnaires were firstly coded based on the theme (Dörnyei &

Taguchi, 2010; Cohen et al., 2013). There were 18 questions which were divided

into 5 major themes to support the analyses of students’ opinion of using photographs as multimodal text in writing recount text (see the questions in

appendix 6). The answers of each question in questionnaires were then

categorized based on the theme. The data of questionnaire were then interpreted to

answer the research questions.

3.4.4 Interview

The data from interview was analyzed in several steps (Creswell, 2003;

Cohen et al., 2013). First, the data was transcribed and converted in written forms

and subsequently categorized and interpreted to answer the research questions.

The transcripts were then read and condensed into briefer statement in which the

main sense of what was said was rephrased in words (Kvale, 1996). Next, the data

was coded and categorized. Then the interview data was interpreted to reveal

students’ opinion of the teaching program. The analysis of questionnaires and

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3.5Concluding Remarks

This chapter has focused on a detailed methodological description of the

conduct of study, including the research question formulated, the setting, the

participants involved, data collection techniques and analyses that were employed

in the study. The next chapter will provide description of teaching program done

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CHAPTER 5

CONCLUSION AND RECOMMENDATION

This chapter consists of three parts. The first part is about the conclusions

of the study, the second part is about the limitation of research and the last part is

about the suggestions for teachers who are concerned with teaching English,

especially teaching writing.

4.3 Conclusion

The study explores the implementation of the GBA in teaching writing a

multimodal recount text to the junior high school students who learn English in

EFL context. Three research questions are formulated in this study, they are 1)

Can multimodal texts, especially photographs, be implemented to teach writing

using genre based approach?; 2) How can multimodal texts, especially

photographs, help students to improve their writing ability using genre-based

approach?; 3) What are the students’ opinions toward teaching writing using

multimodal texts, especially photographs, in developing their writing ability?

With regard to the first question, it is found that the teaching program can

be successfully implemented. The teaching program is applied in four stages as

suggested in the GBA theory. They are Building Knowledge of Field (BKOF),

Modeling of the text (MOT), Joint Construction of the Text (JCOT), and

Independent Construction of the Text (ICOT). There are about 29 students involve

in the teaching program. From the data of observation in the classroom, it is

showed that the students can follow the teaching program as well. The students

look enthusiastic in joining the discussion and the activities in each stage.

The teaching program introduces the students to use photographs to write

at greater length, with clear schematic structure and lexicogrammatical features to

construct successfully organized texts. Regarding this, the students significantly

show several improvements in writing recount text. The improvement achieves a

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weaknesses in schematic structure. In deep analysis, the photographs help the

students to have significant development to explore the ideas in writing recount

text.

Regarding the second question, the analyses of the students’ texts reveal

that the students can improve their writing, as this can be seen from the variation

in lexis. The analysis is based on mood and transitivity system in systemic

functional grammar (SFG). The improvement is also identified from the use of

past tense, specific participant and conjunction word in the text. The analyses of

the students’ text indicate that the students have a good control to retell their

experience in using past tense, and first personal pronoun. Furthermore, the

students also include conjunction word in their text in order to produce cohesive

and united text. The analyses of theme system in students’ text show that most of

the students use reiteration and zig-zag patterns in constructing the text. It

indicates that the students can develop relevant and cohesive information to

construct the texts.

Toward the third research question, the data shows that the students have

positive opinions on the teaching program. It is concluded from the questionnaires

and interviews data collected from the students. The students clearly state that the

photographs help them to express their ideas, and construct the texts

chronologically. The students explain that it is easier for them to create a recount

text using the photographs. They mention that even though recount text is used to

retell their own experience, they sometimes forget the situation. Therefore,

photographs really help them to develop the ideas.

Finally, in general the study shows that the teaching program using

photographs to construct multimodal recount text could enhance students’

performance in writing. This program may be applied in another EFL context to

improve the teaching of English and enhance the students’ ability in writing with

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4.4 Limitation of the study

There are some limitations of the study, and the major one is that the

study involves the researcher in studying and evaluating her own teaching. There

is therefore a potential loss of objective in every stage of the research, in terms of

both data collection and analyses. In the use of interview data for example, where

the researcher acted as the interviewer, there is a potential for the students to

consider the relationship between teacher and students. Thus it can influence

certain arguments given by students. Therefore, the researcher used four

instruments to decrease bias.

The study was done to see the students’ improvement in writing ability.

Therefore, the analysis is not focused on the other skills even though listening,

speaking, and reading skills are involved in the teaching program. For this reason,

the significant improvement on students’ ability cannot be generalized to other

skills.

4.5 Recommendation

Based on the findings of the study, which may not be generalized to other

settings, it is recommended that further researchers can analyze other aspects in

English skills. The multimodal text and genre based approach in this study also

bring other skills to teach but not being analyzed. It is expected that further

researchers can investigate the effect of multimodal in teaching to another skills;

listening, speaking, and reading.

Furthermore, this study is done in one cycle. To certain extent, the

students’ ability may not really improve significantly than before. For this reason further researchers are suggested to apply the teaching program more often to

produce better improvement of students’ ability.

Moreover, the photographs in the text are not analyzed deeply in terms of

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the further research will attempt to investigate deeply in the relation between

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