A GENRE-BASED APPROACH TO TEACHING WRITING DESCRIPTIVE TEXT : A Case Study in Seventh Grade Students in a Junior High School in Lembang.

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Ira Irianti, 2015

A GENRE-BASED APPROACH TO TEACHING WRITING DESCRIPTIVE TEXT

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

A GENRE-BASED APPROACH TO TEACHING WRITING DESCRIPTIVE TEXT

(A Case Study in Seventh Grade Students in a Junior High School in Lembang)

A Research Paper

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

By: Ira Irianti

1002662

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION INDONESIA UNIVERSITY OF EDUCATION

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A Genre-Based Approach to Teaching

Writing Descriptive Text

by Ira Irianti

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan (S. Pd.) pada Fakultas Pendidikan Bahasa dan Sastra

Universitas Pendidikan Indonesia Desember 2015

Hak Cipta dilindungi undang-undang.

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

A GENRE-BASED APPROACH TO TEACHING WRITING DESCRIPTIVE TEXT

(A Case Study in one Public Junior High School in Lembang)

Approved by:

Supervisor

Prof. Emi Emilia, M. Ed., Ph. D NIP. 196609161990012001

Head of English Education Department Faculty of Language and Literature Education

Indonesia University of Education

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

A Genre-Based Approach to Teaching Writing Descriptive Text

Supervisor

Prof. Emi Emilia, M. Ed., Ph. D

This study investigates how the implementation of Genre-Based Approach can help students to write a Descriptive text in one public junior high school in Lembang, West Java. This study also investigates students’ responses towards the implementation of genre-based approach to teaching writing Descriptive text. This study utilizes a case study research design. The data were obtained from classroom observation, analysis of students’ texts, and interview with students. Data from classroom observation were analyzed using a thematic analysis to investigate the implementation of genre-based approach. The students’ writing products were analyzed in terms of the description of schematic structures, including the analysis of general statement and description, and linguistic features of Descriptive text as proposed by Derewianka (2004), Emilia (2010, 2012), Gerot and Wignell (1994), Knapp & Watkins (2005). The analysis is based on of Systemic Functional Linguistics including Transitivity system and Conjunction as proposed by Gerot and Wignell (1994), Halliday (1994), and Eggins (2004). Finally, the interview data were analyzed in steps including transcribing, categorizing, and interpreting the data relating them to the theory. Data from the study reveal that the implementation of genre-based approach to teaching descriptive text can help develop students’ writing ability. This can be seen from the students’ decriptive texts which improved in terms of schematic structure and linguistic features with the teacher’s corrective feedback in all stages of teaching. Moreover, the interview data reveal that generally the students gave positive responses to the teaching program, that the program can help them express ideas on their texts. Based on the findings, it is recommended that Genre-Based Approach should be used in teaching different genres and different levels of schooling.

Keywords: Writing, Genre Based-Approach, Systemic Functional Linguistics,

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

Implementing Genre-Based Approach to Teaching Writing Descriptive Text

Supervisor

Prof. Dr. Emi Emilia, M. Ed., Ph. D

Penelitian ini bertujuan untuk menguji bagaimana implementasi GBA yang dapat membantu siswa dalam menulis sebuah deskriptif teks di sebuah SMP negeri di Lembang. Penelitian ini juga bertujuan untuk menguji respon siswa terhadap implementasi GBA dalam pengajaran menulis deskriptif teks. Penelitian ini menggunakan desain penelitian studi kasus. Data penelitian yang diperoleh dari observasi kelas, analisis hasil tulisan siswa, dan wawancara dengan siswa. Setelah diperoleh hasil dari tulisan-tulisan siswa, sembilan diagnosis teks dan sembilan tulisan akhir dari sembilan siswa yang mewakili siswa berprestasi rendah, menengah dan tinggi dianalisis dalam hal struktur teks termasuk analisis dari pernyataan umum dan deskripsi dan fitur linguistik dari deskriptif teks yang telah dikemukakan oleh Derewianka (2004), Emilia (2010), Gerot dan Wignell (1994), Knapp & Watkins (2005). Analisis ini merupakan dasar dari SFL termasuk sistem transitif dan kata penghubung yang telah dikemukakan oleh Gerot dan Wignell (1994), Halliday (1994), dan Eggins (2004). Akhirnya, data wawancara dianalisis secara bertahap, menyalin, mengkategorikan dan menafsirkan data mengaikatkannya dengan teori. Temuan menunjukkan bahwa implementasi GBA dalam pengajaran deskriptif teks membuat kontribusi yang baik untuk pengembangan menulis siswa. Dan lagi, deskripsi teks siswa mengalami peningkatan dalam hal strukrur teks dan fitur linguistik dengan umpan balik korektif guru di dalam setiap tahap pengajaran. Selain itu, dari data wawancara menunjukan keseluruhan siswa memberikan respon positif terhadap program pengajaran. Karena siswa mendapat kosakata yang baru dan dapat menghasilkan dan menyusun ide-ide dalam deskripsi teks masing-masing. Berdasarkan hasil ini, bahwa direkomendasikan program pengajaran GBA ini disosialisakan dalam konteks dan tingkat pendidikan yang lain.

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS

STATEMENT OF AUTHORIZATION ... i

PREFACE ... ii

ACKNOWLEDGEMENT ... iii

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... x

LIST OF FIGURE ... xi

CHAPTER 1 INTRODUCTION 1.1 Background ... 1

1.2 Statement of Problems ... 2

1.3 Purpose of The Study ... 2

1.4 Scope of The Study ... 2

1.5 Significance of The Research ... 3

1.6 Clarification of Terms ... 3

1.7 Organization of The Paper ... 4

CHAPTER 2 THEORITICAL FOUNDATION 2.1 Nature of Writing ... 5

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2.2.1. Genre ... 6

2.2.2. Genre-Based Approach ... 7

2.2.2.1. Basic Principle of Genre-Based Approach ... 7

2.2.2.2. Teaching Stages of Genre-Based Approach ... 10

2.3. Systemic Functional Linguistics ... 15

2.3.1. Transitivity system ... 16

2.3.1.1. Material Processes ... 16

2.3.1.2. Relational Processes ... 16

2.3.1.3. Mental Processes ... 17

2.3.1.4. Verbal Processes ... 18

2.3.1.5. Behavioral Processes ... 18

2.3.1.6. Existential Processes ... 19

2.3.2. Conjunction ... 20

2.4. Descriptive Text ... 20

2.4.1. Social Purpose of Descriptive Text ... 20

2.4.2. Schematic Structure of Descriptive Text ... 20

2.4.3. Linguistic Features of Descriptive Text ... 21

2.4.4. Sample of the text... 22

2.5. Related Studies ... 23

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2.6. Concluding Remark ... 24

CHAPTER 3 RESEARCH METHODOLOGY 3.1 Research Design ... 25

3.2. Site and Participants ... 26

3.3. Data Collection Techniques ... 27

3.3.1 Classroom Observation ... 27

3.3.2 Written Document Analysis ... 28

3.3.3.Interview ... 28

3.4. Data Analysis Techniques ... 29

3.4.1 Classroom Observation ... 29

3.4.2. Written Document Analysis ... 29

3.4.3 Interview ... 30

3.5 Concluding Remark ... 30

CHAPTER 4 FINDINGS AND DISCUSSION 4.1. Data form Classroom Observation ... 31

4.1.1 Preliminary Stage ... 31

4.1.2. Genre-Based Approach Stage ... 33

4.1.2.1. Building Knowledge of Text ... 33

4.1.2.2. Modeling of Text... 36

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4.1.2.4. Independent of Construction ... 40

4.2. Data from Text Analysis of Students’ Writing Product ... 43

4.2.1. Analysis of low-achieving student’ of s text ... 43

4.2.1.1. Analysis of diagnostic text of Text 4.1 ... 44

4.2.1.1.1. Analysis of schematic structure of Text 4.1 ... 44

4.2.1.1.2. Analysis of linguistic features of Text 4.1 ... 45

4.2.1.2. Analysis of students’ final writing product ... 47

4.2.1.3. Summary of analysis of Text 4.1 and 4.2 ... 50

4.2.2. Analysis of middle-achieving student’s text ... 52

4.2.2.1. Analysis of diagnostic text of Text 4.3 ... 52

4.2.2.3. Summary of analysis of Text 4.3 and 4.4... 58

4.2.3. Analysis of high-achieving student’s text ... 61

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4.2.3.3. Summary of analysis of Text 4.5 and 4.6... 67

4.3. Data from Interview ... 68

4.3.1. Students’ responses towards the teaching and learning process of writing through Genre-Based Approach ... 68

4.3.2. Students’ responses towards the learning sources and the teaching step of Genre-Based Approach ... 70

4.3.2.1. Building Knowledge of Text ... 70

4.3.2.2. Modeling of Text ... 71

4.3.2.3. Joint of Construction ... 72

4.3.2.4. Independent of Construction ... 73

4.3.3. Students’ responses towards their improvement of writing a Descriptive text ... ... 73

4.4. Concluding Remark ... 74

CHAPTER 5 CONCLUSION AND SUGGESTIONS 5.1 Conclusions ... 75

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BIBLIOGRAPHY ... ... 77

APPENDICES

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

INTRODUCTION

This chapter presents a brief introduction of the study including background, statement of problems, purpose of the study, scope of the study, significance of the study, clarification of key terms, and organization of the paper.

1.1. Background of the Study

Writing is perceived as the most difficult language-skill to acquire for some reasons (Alwasilah 2001, p.15). It is in line with Kongpetch (2003) who argues

that “one of the reasons that foreign language students experience difficulties in writing English texts is because they have inadequate understanding of how texts

are organized”. That is why students considered writing, especially in English a difficult task. It is supported by Alwasilah (2007, p.24) who asserts that writing is complicated language skill for students and even for teacher. Emilia (2005, p.15) also finds majority of her students consider writing is one of the most difficult subjects in learning English. This happens because when students learn writing, they also learn new knowledge about language (linguistic features) which is important to make text communicative and informative.

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the Genre-Based Approach does not only focuses on writing, but also other language skills, such as listening, reading and speaking.

In Indonesia Genre-Based Approach has been implemented since 2004 in junior and senior high school. However, studies that have focused on the investigation of the implementation of genre-based approach in junior high school is still limited. Thus, this study specifically aims to fill the gap by investigating the benefits of the implementation of genre-based approach to help the students to write a Descriptive text in one junior high school in Lembang, West Java. Furthermore,

this study attempted to find out students’ responses toward the implementation of genre-based approach to teaching writing a Descriptive text.

1.2. Statement of Problems

Based on the background section mentioned above, the research is going to find out the answers of the following questions:

1. How can the genre-based approach help the students develop their ability in writing descriptive text?

2. What are the students’ responses toward the implementation of genre-based approach to teaching writing descriptive text?

1.3. Purpose of the Study

Related to the statement of problems, the study aimed at investigating:

1. how genre-based approach can help the students develop their ability in writing a descriptive text as shown in their texts.

2. the students’ response toward the implementation of genre-based approach to teaching writing descriptive text.

1.4. Scope of the Study

This study focuses on investigating the implementation of Genre-Based Approach to teach writing and analyzing descriptive texts. In interest of space, three students were chosen to be analyzed and discussed in depth in chapter IV as representative of each category of achievements. The analysis of the text is just focused on the

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.5. Significance of the Study

The present research is believed to have theoritical, practical, and professional significances. From the theoritical perspective, the research findings can be used as the contribution towards the theory of the Genre-Based Approach that can be used in teaching writing and teaching English generally in descriptive text particularly to students of secondary level in Indonesia. Moreover, this research provides practical significance for the student; teachers also for readers are interested in teaching English especially teaching writing. For the students, this research is expected to encourage them tell what actually they need during the learning process. For teachers, the findings provide information about applicable genre-based approach in teaching integrated skill. In addition, those who are interested in teaching English, the findings present the alternative inputs of teaching writing descriptive text that they can use in their classroom. For the professional significance, the research findings can help teachers to improve the quality of teacher-students relationship to create a more collaborative classroom environment and to develop new ideas to improve learning process.

1.6. Clarification of Terms

To avoid the misinterpretation, misunderstanding, and misjudgments toward some concept presented in this study, this section will clarify the following terms: 1. Descriptive text – is defined as a type of text which functions to describe,

show and provide information of particular person, thing, place or event based on what is seen, heard, smelled, and tasted (Derewianka,1990; Gerot & Wignell,1995; Knapp & Watkins,2005).

2. Genre-Based Approach – is the combination of three approaches which are communicative approach, contextual teaching and learning, and grammar translation method. This makes the genre based approach as the most suitable approach to any kind of syllabus (Emilia, 2011 p.20; Feez and Joyce, 1998, p. 24).

1.7. Organization of the Paper

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

METHODOLOGY

This chapter presents the methodological aspects of the study. It discusses research design, research site and participants, data collection, and data analysis. Research design focuses on the method employed in this study including its principles and characteristics. The research site and participants emphasizes on the place where the study takes place and the participant involved. The data collection section presents data types and data collection technique. The data analysis elaborates procedure of analyzing the data.

3.1. Research Design

This research attempted to investigate the benefits gained by seventh grade students through the implementation of genre-based approach in teaching to help the students to write a Descriptive text in one junior high school in Lembang. Furthermore, this study aimed to find out students’ responses toward the implementation of genre-based approach to teaching writing a Descriptive text. To meet the purposes of the study, this research utilised a qualitative design.

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form of interpretive inquiry in which researchers make an interpretation of what they see, hear, and understand. In this study, the researcher used three different techniques namely, classroom observation, written documents analysis and interview, to gather the data needed.

The descriptive-qualitative design utilised in this study embraces the characteristics of a single-case study approach. This approach was considered appropriate in this study as the findings were not aimed to make generalization to a population, but to develop an in-depth exploration of a central phenomenon (Stake as cited in Silverman, 2005; Gibbons as cited in Creswell, 2009; Creswell, 2012). From the explanation above, this research was conducted to discover whether the implementation of genre-based approach contributes to students’ writing ability of Descriptive text. In relation to this research the case was represented as a process of the implementation of teaching approach consisting of a series of steps that form a sequential activities (writing) (Cresswell, 2012, p.

465). In other word, case study was conducted to “gain in-depth understanding of

situations and meaning for those involved” (Hancock & Alqozzine, 2006, p. 16). The research also looked for the explanation of students’ responses towards the implementation of genre-based approach in their abilities in writing a

Descriptive text to gain “in deep and varied sources of information” (Hancock &

Alqozzine, 2006, p. 16). The researcher played roles as the teacher and observer (participant observation role) (Bernard, 2006). This study can also be named experimental research because the researcher put a treatment to the subject being investigated to achieve the object but this study did not attempt “to set up

experimental and control group” as in experimental research design (Nunan, 1992,

p. 82).

3.2. Site and Participants of the Research

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especially to improve the quality of teaching writing. The participants who were involved in this research were the seventh grade students. The approximate participants involved in this research were 40 students. Forty students representing three categories of writing ability, namely low, middle and high -writing abilities, were selected through preliminary observation. Then, their writing products were analyzed. The nine participants were also interviewed to obtain further information regarding their response towards the implementation of genre-based approach to teaching writing a Descriptive text.

3.3. Data Collection Techniques

Since this study utilised qualitative design which embraces a case study, the data of this study was collected through three main techniques suggested in a case study approach. The three main techniques used in this study were classroom observation, written documents analysis, and interview.

3.3.1. Classroom observation

Classroom observation is the process of gathering open-ended, firsthand information by observing students and classroom during the teaching-learning activity (Creswell, 2012, p. 206). The classroom observation was conducted for four weeks from February 11th until March 09th 2015.

The classroom observation was divided into two phases, preliminary observation and implementation of genre-based approach. The preliminary observation was conducted in the beginning of the research, precisely in the first meeting. The purpose of the preliminary observation was to gain relevant data

related to students’ initial ability in writing, students’ attitude towards writing

practice in the classroom, and students’ problem in writing a Descriptive text. The

results were used as the basis on determining students’ categories of writing ability: low-, middle- and high -achievers. The implementation stage was aimed at putting into practice the genre-based approach.

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into a descriptive text. The researcher was participating in activities and recording the information by taking observation notes (Creswell, 2012, p. 214). In these observation notes, the researcher recorded activities happened during the lesson

including activities that have been done and the students’ responses during the

implementation of genre-based approach. The obtained data is elaborated and discussed in Chapter IV in this paper.

3.3.2. Written document analysis

Written documents represent a good and valuable source for text (word) data for a qualitative study (Creswell, 2012, p. 223). The written documents analyzed were

the students’ writing products consisting of diagnostic texts taken from

preliminary observation and final writing products taken after the implementation of genre-based approach in the prewriting stage of the genre- based approach. At the end of the implementation of genre-based approach, all of students’ texts were collected. Eighteen writing products from nine students representing low-, middle-, and high- achievers were analyzed. However, in interest of space, only three texts of diagnostic writings and three texts of final writings which belonged to low-, middle- and high-achievers were chosen to be analyzed and discussed in depth in chapter IV as representative of each category of achievements. The six sample texts including three texts of diagnostic writings and three texts of final writings were analyzed to get in-depth understanding related to the impacts of genre-based approach towards students’ writing ability especially in generating and organizing ideas.

3.3.3. Interview

Interviews are one of the most important sources of information (Burn, 1995, p.

319). Therefore, interview was conducted to figure out students’ responses towards the implementation of genre-based approach to help them to write a Descriptive text. The interview was conducted in two stages, including informal interview and formal interview. Informal interview was conducted during the classroom observation to seek students’ habit in planning before starting writing,

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conducted at the end of the implementation of genre-based approach that was recorded and transcribed. It was done in the form of individual interview.

The interview used semi-structured form of interview. The interview was applied to nine students who were representing each category of achievements by using interview guidelines which consist of nine open questions. In addition, the interview was conducted in Bahasa Indonesia to make them easier and more comfortable to answer the questions and to avoid misunderstanding as well. 3.4. Data Analysis Techniques

After all data were collected, as a single case study research, the data analysis was conducted into three stages, namely: data analysis of classroom observation, data analysis of written documents analysis, and data analysis of interview. Each data analysis technique will be elaborated as follows.

3.4.1. Classroom observation

The description of the preliminary observation and the implementation of genre-based approach were noted down using teacher’s observation field notes. The observation field notes of the preliminary observation and the implementation of genre-based approach were transcribed. Then, the researcher summarized the activities that have been done related to the study and matched the data with the research question. Finally, the researcher looked for data relevancy to theories underlying this study (see Chapter II). The data gained during the classroom observation were also used to support the data regarding the students’ responses towards the implementation of genre-based approach.

3.4.2. Written document analysis

The analysis of students’ writing products is divided into three steps and it followed text analysis proposed by Christie (2005) and Emilia (2005). The analysis started with the analysis of schematic structure and social purpose of texts, followed by the analysis of linguistic features of Descriptive texts to do with experiential metafunction and the last was summarizing the diagnostic text and

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.4.3. Interview

The analysis of interview utilized descriptive analysis procedure (Sugiyono, 2008)

by transcribing the audio recording, interpreting it and concluding students’

responses. Analysis of interview data was done in several steps. First, the data from interview were converted in written form. Second, the interview questions

and students’ responses were categorized based on the focus of the study; students’ perception about planning stage in process of writing, the benefits of genre-based approach, the improvement of writing a descriptive text, and the difficulty the students encounter during the implementation of genre-based approach. Third the data were interpreted to answer the research question. Finally, the interview data were concluded based on the theme of each interview question proposed and were related the findings to the theoretical backgrounds of the implementation of genre-based approach to teach writing Descriptive text.

3.5.Concluding Remark

This chapter has presented the methodological aspects of the study. It has also discussed research design, research site and participants, data collection technique, and data analysis technique of this study. Furthermore, this chapter has elaborated an overview of transitivity system and conjunction system as the tool

for analyzing students’ texts. Finally, the chapter has provided the sample of text analysis from students’ writing product. After explaining the related

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

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions. It gives the conclusions that are drawn from the findings and discussions in the previous chapter. It also gives the suggestions for future research related to the implementation of genre-based approach.

5.1. Conclusions

This single case study research has the implementation of genre-based approach in teaching writing Descriptive text in one public of junior high school in Lembang, West Java. This study is aimed at finding out to how genre-based approach help developing students’ ability in writing Descriptive text and finding

out students’ responses towards the implementation of genre-based approach. The conclusions can be elaborated as follows.

From classroom observation data, genre-based approach is suitable for Indonesian Curriculum that requires students to write different kind of text. This supports previous research (Emilia, 2013) that the frameworks of genre-based approach and process genre-based approach are complimentary rather that contradictory to teach students writing any different text types. Besides,

genre-based approach is used not only to improve students’ writing ability, but also

other skills, such as listening and reading comprehension also speaking were also taught during the implementation stage. Data from the observation also shows that scaffolding and explicit teaching are important to teach student writing. Explicit teaching during modeling stage was useful for students in understanding the distinction of schematic structure of Descriptive text as well as the linguistic features.

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Descriptive text in a good schematic structure, general statement and description. They also added personal comment element to show their affection towards the specific participant being described (Emilia & Christie, 2013). In relation to linguistic features, students could use appropriate linguistic features of Descriptive text, such as using specific participant, present tense, material process, mental process and relational process. It can be concluded that high-, middle-, low-achieving students has developed their writing ability of Descriptive text. From the interview, all of students confirmed that there were improvements of their writing ability of Descriptive text. They could differentiate the elements of structure and linguistic features employed in Descriptive text. The other developments are enriching vocabularies, understanding grammar, and expressing their idea into a text. Students thought that learning process of this approach was very interesting and helped them in understanding the Descriptive text. In the act of writing practice, it was their first time doing drafting stage, revising, editing, proofreading and publishing their final writing product. Learning sources and varied activities that were used in classroom during the research facilitated students to learn English because it helped them in gaining new knowledge and avoided boredom during the learning activities.

5.2. Suggestions

There are several suggestions given for the future research or studies related to the topic:

1. The implementation of Genre-Based Approach can be conducted in a longer period to finding out their actual needs and help students especially low-achieving students in understanding related to the recursive writing.

2. The implementation of genre-based approach can be incorporated with the development of critical thinking because genre based approach plays an important role in developing critical thinkers.

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