WRITTEN GENRES BY HIGH SCHOOL STUDENTS.

ACKNOWLEDGEMENTS

In completing

this

thesis, the writer wi.sht::s to acknowledge her deepest gratitude for all the generous guidance and assistance

that

have been given to her

by

many people. S ince

it

is not possible to name all of them, some deserve her

very.sptcial.

thankfulness.

First and

foremost,

God the

Almighty

with

His

Guidance and Blessings, that the thesis could be completed.

Second. the writer's deepest appreciation and gratitude is

cspecTally

directed IQ, Prof. Tinu M~ r inny Kariman, Dra., M.A., Ph.D., her first consultant, for her cuuli uuuus supervision. full attention and endless encouragement given to her throughout the proccs~

of completing the thesis.

Third, her special thanks and appreciation are addressed to Amrin Saragih. M.A..., Ph.D .. her second consultant for his special

eftorts

in guiding, advising, and encouraging her to finish her thesis

in

due course.

fourth, the writer is very grateful to Prof. Dr. Jawa5i Naibaho, Dip!. Ap. Ling. I h.:all uf the English Applied Linguistics Graduate Program for his motivation and

suggestjons

jn

the completion

of

the thesis.

Fifth,

many

thanks

are

extended to Ora. Meisuri. M .A., Secretary of rhc Engli sh Applied

Li)1guistics

Graduate Program for her advice in fin ishing the thesis.

A special gratitude goes to Prof. Dr. Jawasi Naibaho, Dipl. Ap. Ling., Dr. Lince Sihombing, M.Pd. and Dr. Berlin Sibarani, M.Pd., her reviewers for their time spent in giving oral as well as written suggestions for the improvement of the thesis.

Tt

is a great pleasure to take this opportunity to say ''thank you so much" to all lecturers for their lectures and all frienas for the support, frienash1p. and togetherness.

Last but not least, a very special gratitw;ie is directed to her Beloved fami ly for their endless love, care, s up~ort and prayers during her time spent studying.

May God

Bless

Us.

Medan, January

2004

"'

Eka Nilam Sari

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LIST OF CHARTS

Chart Page

I. Text

Analysjs

of Narrative 26

2.

T he Schematic Structmes of Recount in Controlled Data Setting 30

"

"·

The Sch ematic Structures of Exposition in Gonfrolled Data Setting 31

The ${:hematic Structures of Report in Controlled Data S 'tting The Schematic Structures of Description in Controlled Data Settmg The Schematic Structures of Discussion in Controlled Data Setting 35 The Schematic Structures of Description in Free Data Setting 3g

8.

The Schematic Structures of Recount in Free Data Setting 40

9.

The Schematic Structures of Report in Free Data Setting

42

10. The Schematic Structures of Exposition in Free Data Setting 43

Cl

11. The Schematic Structures of Discussion in free Data Setling

44

12. T he Schemalit: Structures ofNanralive in Free Data Setting

46

13. Linguistic Realizations of Exposi tion 55

14. Li11guistic Realizations of Description 56

15 . Linguistic Realizations ofRecount 5;'/

16. Linguistic Realizations ofReport

ss

17. Un ~ u istic R.eali7..ations of D iscussio n

~9

59

18.

LinguiStic Reali:attions of Narrative 6 0

LIST OF TABLES

Table Page

l. Rcgisterof TeXt 2.2 .4

IS

2. The Purpose of Language Usage and Text Realization 18

3. Types of Written Oenres in Control1ed Data Setting 27

~

4. Proportion of Genres in Controlled Data Setting 28 5. Types of Written Genres in Free Data Setting

37

6. Proportion of Genres in Free Data Setting

38

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T.TST OF FIGURES

[image:5.612.33.576.133.687.2]

Meaning Realization

IS

G

8

Figure

Page

The Role of Language in Context

9

The Level of Languagc Usage

ABSTRACT

Ekn N ilam Sari. 0 150 10023 . W ritten Genres by High Sch ool Students. T hesis: English Applied Linguistic Grad uate Department. L'NIMED. 2004

The thesis deals w ith written genres written

by

Senior

High

School

(Sekolah Menengah

Umum:SM U) students. The study attempts to investigate types t>f gemes

and

the dominant ones

'hTitten by

the students. It also analyzes schematic structure- of each

genre

and elaborates

linguistic

real ization

that

occur

in

each gem-e..

Thirty student

of SMU 3

Medan were taken as the sample oftM research.

They

were asked to Write compositions in

two

different settings -

controlled and free

settings.

Based

on

the

o btained"informatiQn. the data were. analyzed.

Systemic

ftmctional linguistics was applied as the theoretical framework and lhe analysis was conducted

by

applying the pattern o f schematic structures (Deginning" MiddJc"End) o eac text pro ucec . e 1n mgs 1 1ca e, t at there were six types of genres produced

by

the students, namely: ~ xpos i ti o n,

Description , Recount, Report, Discussion,

and

Narrative. The

schematic structures of the six types of genres written

by

the students as follows: E xposition

~ T hesis Argumentations" Conclusion);Dcscription (ldentification" Descriptions" (Closing.

ExprcssJon!Conclusion):Rccount(Orientation" Events"Reorientation);Report(Oricntation " Descriptions"( Con<: 1 usion) );Discussion(1ssue"

Arguments£

or/\

ArgumentsagainstAConclu

sian; and Nar r ative(OrientationAEvaluationAComplicationAResolutionA(Reorientation)}.

The

fi ndings also describe that Exposition and R ep ort are the dominant type of genres in

controlled

data

setting,

while in free data

sdting

the dominant onc:s are

Description

and

Recount.

These show that the linguistic realjzations found in

the

six rypes of gell!'cs written

by

the students have fulfilled the standard in certain genres as staled

by

Gerot

ABSTRAK

Eka Nilam Sari, 0 15010023. Written Genre by High

School

Students. Thesis:

Linguistik

Tcrapan Bahasa Inggris Pasca Sarj~a. UNIMED. 2004

Thesis

ini menjelaskan

tentang genre

tulisan yang

ditulis

oleh

para ~iswa

Sekolah

Mcnengah Umum : SMU. Penelitian

iui

menco6a

unt uk menganalisis Jenis-jcnis genre apa saja yang ditulis para pelajar d i dalam karangan yang mereka tulis dan juga genre apa yang paling dominan terdapat dalam karangan

mcrcka . .Selain

ittJ, penelitwn

ini

j uga

meneliti struktur

skcfl}atik

dan realisasi

linguistik

apa saja yang- lerdapat pada masing-masing genre.tulisan pada karangan mcreka. S ebanyak tiga puluh orang siswa SMUN 3

Mcdan d iambil s'eba •ai sam cl ada penelitian ini. Mereka diminta u ntuk- menuJis k.aranga:n dengan dua situasi yang berbeda - situasi yang terikat dan sii~si be_.bas. Bcrdasarka informasi yang dipcroleh, data tersebut

dianalisis.

Linguistik '(ungs10nal sistemik digunakan sebagai kerangka teoritis dan analisa dilakukan dengan. menerapkan pola struktur skematik (Pendahuluan"'Isi/\Penutup) darj setiap karangan. Penemuan menunjukk.an ada enam jcnis genre

tulisan

yang dihasilkan para siswa

yaitu: Exposition,

Description,

Recoun t, Report, Discussion,

dan Nanath•e. Struktur

skematik dari

ke

enam

genre

tulisan

yang

d1hasilkan

para s:iswa adalah sebagai berikut: Exposition (Thesis/\

Argu.mentati

ons~'-Conclusion );Descript ion(ldentificationA Descriptions"' Closing Exprcssion/Concluston);Recount(OricntationAEvents/\Reorientation);Report(Orientation "'Descriptions"'(Conclusion));D iscussion(Issue"Argumcntsfor"'Argumentsagainst" Conclu sion); and Narrativ e ( Orientation"'Evaluat io n " C omp lication/\Resolution "' (Reorientation ~ )

Penemuan juga mentU1jukkan bahwa Exposi tion dan Report adalah jenis genre yang dominan pada karangan siswa dengan situasi te rikat, scdangkan pada situasi bebas, genre mlisan yang dominan pada karangan siswa adalah Description dan Recount. Penemuan menunjukkan bahwa realisasi linguistik yang ditemukan pada ke enam genre tulisan yartg terdapat pada karangan si!')wa telah memenuhi standar genre tertentu sebagaimana yat)g d inyatakan oleh Gerot ( 1994 }.

CHAPTERV

CONCLUSIONS AND SUGGESTIONS

·---4

r~IUK

PERPUST AKA AN

f

UNIMEO

!

5.1 Conclusions

'---The objective of this study is to investigate

typ'es

(}f .genres

written

by

the SMU3 students Medan.Jn addition,

the study attempts to

describe the schematic structures of

the

genres.

Then-the study

is aimed at elaborating Jinguistic reali-zations of

eacll..; genr..e. In

order

to gain

the objectives, the data collected for tills study were

thirty

texts ...

vritten

by

the students ln

two different

conclusions

are

drawn

as follows.

5 .1.1

Types of

written

genres

The

students make six

types of

·written genres

in

controlled

and

free data settings.

The

six types of

written

gemes arc Exposition, Description, Recount, Report, Discussion, and Narrative. The texts are

produced

in complete schematic structures.

The schematic structures

The schematic structures of each type of written genre follow the stages

as:

Exposition

(ThesisAArgumentationsAConcJusion),Rccount(OrientationAE

cnts/\ Reot:ientation) ... Report(Orientation/\Descriptions/\(ClosingExpression)),

De scr iptio~(ld ep tipca tion/\Descriptions.A(ClosingEx]2ressioiJ/0on clu sion)).

Discu ssion(Jssue "A rgUfllentsfor"~gurrie nt saga i nst -' Conclu sion,and

Narrative(0nentation"Evaluation"Comp1icationAResolution"'(Reorientation)).

63

5.1.3 The dominant types of v.Titten genres in controlled data setting

Exposition and Report are the dominant types

in

the students' texts in controlled data

setting.

It happens because in

V.Titing

the texts, some alternative topics are provided to the students. The students had to choose one of the provided topics as the title oftheir text-s. Besides, the students tend to write about situation, events or institutiems that they know weU

and

also they tend to report what they saw, and heard,

5.1.4 The.dominant types of written genres in free data setting

Description and Recount are the dominant types in the students' texts in free data

setting.

lt happens because the students are free to choose any topics as the title of their texts. Besides, the students tend to describe about particular thin~.

places, situations or people that they know well and they also tend to tell what they experience.

5.1.5 The Linguistic Realizations

64

5.2 Suggestions

The students produced six types of genres in writing texts. They can produce the six types of genres in their texts without realizing the genre they write. lt is for sure that the students will find difficulty if they are asked to write a text in certain types of genres. ln order to be able to ..}Vrite

a

texf in certain

types

ef genres, the students should understand the

purpose

of the text, lhe schematic structures

of

the gemes and the Linguistic realizations used in the genres.

ln

this connection,

it

is important that the students should master the written genres as well as their schematic structmes and

also

types of written genres are included in the Basic Course Outlines, in this way the teacher can use it as the guidance in teaching English writing,

2. types of writ!.en gemes are taught to SMU students from the first Level until the third level

by

which they will have no difficulty when they arc asked to v.1ite a

text in a certain type of genre,

3. schematic structures as the stages in a certain type of wTitten genre are also taught

65

4. linguistic realizations of a certain type of written genre are also taught to the

students by wh ic.h they will understand that

to

write a

text in

a

certain genre,

they

must

use

certain linguistic realizations

suc.h as

in writing Discussi.on,

they

should use generic human and generic non-human participants; Material, Relational, and Mental processes: temporal and spatial circumstances~ and the tense used is present

tense,

5,

the

student's

should be

asked to

do

a lot of practices

by

asKing th ~ m to write a text

in a

ce1tain enre

6. writing a text in a

certain

genre should be given to the students

in

the examinatien by which they

will

study hard to master written genres.

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