STUDENTS’ PERCEPTIONS ON THE USE OF TEXT
MODELLING IN TEACHING WRITING TO THE EIGHTH
GRADE STUDENTS OF SMP BPK PENABUR INDRAMAYU
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Florida Butar Butar Student Number: 011214099
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
2008
“
I know some people search the world
To find something like what we have
I know people will try
Try to divide something so real”
(No One - Alicia Keys)
I dedicate this thesis to:
My beloved mother and my late father,
myself and my future
ABSTRACT
Butar Butar, Florida. 2008. Students’ Perceptions on the Use of Text Modelling in Teaching Writing to the Eighth Grade Students of SMP BPK Penabur Indramayu. Yogyakarta: Sanata Dharma University.
This research investigated the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu. There were two main reasons why the researcher conducted this research. The first reason was eighth grade students of SMP BPK Penabur found the difficulties of written communication in English when they would like to master it well. The second reason was the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur had possibility to affect the students in motivating to write a composition. The students’ perceptions on the use of text modelling could influence students’ behavior in learning writing, which then directed to the students’ achievement in learning writing.
This research attempted to answer two research questions. The research questions were (1) What are the students’ perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu? (2) What is the class procedure of the use of text modelling in teaching writing to the eighth grade students of SMP BPK PenaburIndramayu?
To answer the research questions above, the researcher used qualitative method in the form of survey research. The researcher distributed a questionnaire in the form of 13 close-ended questions. Having gathered the questionnaire, the researcher analyzed them by putting the data in the table and discussed the students’ responses based on the first research question that the researcher had. Afterwards, the researcher conducted observations and an interview to the English teacher to obtain the second research questions and dig out more information.
From the data analysis, most of the students had positive perceptions on the use of text modelling in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu. The first research finding was the students stated that they needed the teacher’s explanations on text modelling for the success in writing, so they could understand better how to make a recount composition by using the text modelling. The use of text modelling helped the processes in learning writing. Nevertheless, there were some students who considered the use of text modelling in a negative way. The use of text modelling did not encourage them to make a recount composition well. However, the use of text modelling helped the students to comprehend the generic features of the recount well. The second research finding was there were nine class procedures of the use of text modelling in teaching writing, especially recount with funny ending text type to the eighth grade students of SMP BPK Penabur, as follows: 1) The teacher gave a recount with funny ending, 2) the teacher explained the particular information of the text, 3) the students read the recount with funny ending text, 4) the teacher explained the purpose and generic structure of the recount text, 5) the teacher compared the recount text with other examples of text types briefly, 6) the students identified the linguistic features of the recount text, 7) the students answered the questions and wrote it in front of the class,
8) after getting all answers on the white board, the teacher and students discussed the correct answers together, and the last 9) the teacher reviewed the lesson about the recount with funny ending.
Since this research focused on how to use one stage of the literacy cycle, that was text modelling stage, it was suggested that future researchers investigated what the students’ perceptions in teaching writing to the other stages of literacy cycle and conducted to the other levels of learners.
ABSTRAK
Butar Butar, Florida. 2008. Students’ Perceptions on the Use of Text Modelling in Teaching Writing to the Eighth Grade Students of SMP BPK Penabur Indramayu. Yogyakarta: Sanata Dharma University.
Penelitian ini mempelajari persepsi siswa terhadap penggunaan text modelling pada pengajaran menulis di kelas delapan SMP BPK Penabur Indramayu. Ada dua alasan utama penelitian ini dilaksanakan. Alasan pertama adalah ketika mereka ingin menguasai bahasa Inggris dengan baik, siswa kelas delapan SMP BPK Penabur menemukan kesulitan-kesulitan komunikasi tertulis dalam bahasa Inggris. Alasan kedua adalah bahwa penggunaan text modelling pada pengajaran menulis di kelas delapan SMP BPK Penabur dapat mempengaruhi motivasi siswa dalam menulis karangan. Hal ini terkait dengan persepsi siswa terhadap penggunaan text modelling yang dapat mempengaruhi belajar siswa yang kemudian berpengaruh terhadap pencapaian siswa pada pelajaran menulis.
Dalam skripsi ini ada dua pertanyaan penelitian yang perlu dijawab, yaitu (1) Bagaimanakah persepsi siswa terhadap penggunaan text modelling pada pengajaran menulis di kelas delapan SMP BPK Penabur Indramayu? (2) Bagaimanakah prosedur kelas dengan penggunaan text modelling pada pengajaran menulis di kelas delapan SMP BPK Penabur Indramayu?
Guna menjawab pertanyaan tersebut di atas, peneliti menggunakan metode kualitatif berbentuk penelitian survey. Peneliti membagikan kuesioner yang berbentuk 13 close-ended questions. Peneliti menganalisa jawaban kuesioner tersebut dengan memasukkan data kuesioner ke dalam tabel dan membahasnya sesuai dengan pertanyaan penelitian yang pertama. Setelah itu, peneliti melakukan wawancara dengan guru bahasa Inggris dan observasi kelas guna mendapat jawaban dari pertanyaan kedua dan informasi lebih lanjut.
Berdasarkan data yang diperoleh, secara umum siswa memiliki persepsi yang positif terhadap penggunaan text modelling pada pengajaran menulis di kelas delapan SMP BPK Penabur. Jawaban penelitian yang pertama adalah siswa membutuhkan penjelasan guru tentang text modelling untuk kesuksesan mereka dalam menulis, sehingga mereka dapat mengerti bagaimana membuat karangan recount dengan penggunaan text modelling dengan lebih baik. Penggunaan text modelling membantu proses dalam pengajaran menulis. Akan tetapi, ada beberapa siswa yang menganggap negatif pada penggunaan text modelling. Siswa tidak termotivasi untuk menulis karangan recount dengan baik. Kesimpulannya, penggunaan text modelling membantu siswa memahami generic features pada teks recount dengan lebih baik. Jawaban penelitian yang kedua adalah ada sembilan prosedur kelas pada penggunaan text modelling pada pengajaran menulis, khususnya dalam teks recount with funny ending di kelas delapan SMP BPK Penabur, sebagai berikut: 1) Guru memberikan teks recount with funny ending, 2) Guru menjelaskan informasi khusus dalam teks, 3) Para siswa membaca teks recount with funny ending text, 4) Guru menjelaskan tujuan dan generic structure dalam teks recount, 5) Guru membandingkan teks recount dengan teks yang lain secara singkat, 6) Siswa mengidentifikasi linguistic features pada teks recount, 7) Siswa menjawab pertanyaan-pertanyaan tersebut dan
menulis jawaban di depan kelas, 8) Setelah mendapatkan seluruh jawaban di papan tulis, guru dan siswa mendiskusikan jawaban yang benar bersama-sama, dan yang terakhir 9) Guru meninjau kembali pelajaran recount with funny ending.
Oleh karena penelitian ini hanya terbatas pada satu tahap pada literacy cycle saja, yaitu tahap text modelling, disarankan untuk peneliti berikutnya meneliti bagaimana persepsi siswa dalam pengajaran menulis dalam tahap literacy cycle yang lain dan diadakan pada tingkat yang lain.
ACKNOWLEDGEMENTS
I would like to give my greatest gratitude to my dearest Lord, Jesus Christ, who has given me wonderful moments, health and sickness during the days of my life.
I would like to express my gratitude to Yohana Veniranda, S.Pd., M.Hum., my sponsor, for her great assistance, suggestions, guidance, and motivation that she gave to me during the completion of my thesis.
I would like to sincerely thank Hariman Hanugraha, S.Pd., the headmaster of SMP BPK Penabur Indramayu, for the opportunity to do my research there. I am greatly indebted to Widyawati Agustien, S.Pd., for giving me the opportunity to observe her class and the permission to attach her materials. I also thank Grade VIII students of SMP BPK Penabur Indramayu, for their participation during my observations.
I dedicate this thesis to my beloved parents, my late father, Nelson Butar Butar, my mother, Watini for their everlasting affection, their praying, and their moral and financial support. I am really thankful to my late grandmother, my brothers, abang Are and Richard, my sister, de’ Guna, my sister in-law, ka Is, and my sweet niece, Maretha for their love, supports and their single way of showing their care.
My earnest thanks also go to all lecturers of Industrial Engineering Study Program at Atmajaya University Yogyakarta, and the big family of SMAN 3 Yogyakarta, to Dra. Lanny Anggawati and all of Columbia Edu-Center Klaten crews. I thank them for inviting and allowing me to teach there.
My gratitude goes to PBI staff, Mbak Dani and Mbak Tari for their help in the administration. My deepest thankfulness goes to Niken, Dyah, Rita, Vanny, Rini, Jati, Harin, Emil, Septi, Widdy, Handy, Yanto, Dewi Tusil, and Lisa for their friendship. My deep gratitude also goes to my friends in Bugenville 4, especially to Tiwi and Lia who lent me their printers, to Ciplux, de’ Rita, Ika, and
Ririn for their supports and friendship, and to my landlady, Mbak Cicil for her kindness and supports.
My special gratitude goes to my boyfriend, Eko Kurniawan. I thank him for giving me support, endless love, affection, encouragement, and all wonderful moments. He has supported me with his great love and patience.
Finally, many thanks are addressed to those who helped me during the finishing process of my thesis in many special ways, whose names I cannot mention here one by one. May God bless them all.
Florida Butar Butar
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES ... ii
PAGE OF DEDICATION ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
ABSTRACT ... vi
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... x
TABLE OF CONTENTS ... xii
LISTS OF TABLES ... xv
LISTS OF FIGURES ... xvi
LIST OF APENDICES ... xvii
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Problem Formulation ... 3
C. Problem Limitation ... 3
D. Research Objectives... 4
E. Research Benefits... 4
F. Definitions of Terms ... 5
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 8
1. Theory of Perception... 8
Page
a. Definition of Perception... 8
b. Factors Influencing Perception ... 9
c. Factors Creating Perceptual Difficulty ... 10
2. The Learning Stages in the Literacy Cycle ... 11
3. Modelling and Deconstructing the Text... 13
4. Recounts Text Type ... 16
a. Definition of Recounts ... 16
b. Purpose of Recount with Funny Ending ... 16
c. Generic Structure of Recount with Funny Ending ... 17
d. Linguistic Features of Recount with Funny Ending ... 17
e. Example of Recount with Funny Ending Text ... 18
f. Analysis Generic Features of Recount with Funny Ending ... 18
5. Competency Based Curriculum ... 20
6. Theoretical Bases in Competency-Based Curriculum ... 21
a. Language Model ... 21
b. Communicative Competence Model ... 22
c. Genre-Based Approach ... 24
B. Theoretical Framework ... 24
CHAPTER III: METHODOLOGY A. Research Method ... 26
B. Research Participants ... 27
C. Research Instruments ... 27
Page
D. Data Gathering Technique ... 29
E. Data Analysis Technique ... 30
F. Research Procedure ... 30
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. The Students’ Perceptions on the Use of Text Modelling in Teaching Writing to the Eighth Grade of SMP BPK Penabur Indramayu ... 32
1. The Description of the Students’ Perceptions Based on the Questionnaire 32 2. The Description of the Students’ Perceptions Based on the Observation 37 3. The Description of Students’ Perceptions Based on the Interview... 38
4. Discussions ... 39
B. Class Procedure of the use of Text Modelling in Teaching Writing ... 41
CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions ... 44
B. Suggestions ... 46
BIBLIOGRAPHY ... 47
APPENDICES ... 49
LIST OF TABLES
Page Table 3.1: Summary of Data Gathering Activity ... 29 Table 4.2: Result of the Questionnaire... 33
LIST OF FIGURES
Page Figure 2.1: The Relationship between Context, Meanings and Wordings .. 14 Figure 2.2: The Relation between Text and Context ... 21 Figure 2.3: Communicative Competence Model ... 22
LIST OF APPENDICES
Page
APPENDIX A: Lembar Kuesioner ... 50
APPENDIX B: Questionnaire Results... 52
APPENDIX C: The Observation Checklist... 54
APPENDIX D: Hasil Wawancara... 55
APPENDIX E: Interview Result ... 58
APPENDIX F: Rencana Pembelajaran... 60
APPENDIX G: TheMaterials of Teaching Recount... 68
1 CHAPTER I
INTRODUCTION
Chapter 1 presents the research background, the problem formulation, the
problem limitation, the research objectives, the research benefits, and the definition
of terms.
A. Research Background
Language has an important role in our life. We use it to communicate with
each other. In education context, language is used as a communication tool to store
and share information. To be able to communicate in a certain language, we have to
learn it first. English is one of the foreign languages that is widely used in the world.
Generally, many students who sit on the Junior High School are afraid of the word
English because it is one of the difficult subjects that they meet in their school.
There were many curriculum changes in Indonesia. One of the curriculum in
Indonesian education which is still used is 2004 curriculum, which is called
Competency-Based-Curriculum or CBC. It seems to be an ideal curriculum to
develop the quality of Indonesian education because every student has an opportunity
to build up his or her abilities. The Competency Based Curriculum mentions that the
final purpose of English learning is to develop students’ competencies to
communicate in spoken and written language. The process of teaching and learning
English must follow two cycles: spoken and written cycle (Sofyanda, Djamilah,
English subject, this new curriculum is Literacy-Based Curriculum since it has two
cycles: oracy and literacy cycles. Departemen Pendidikan Nasional (2004, p. 43)
says that literacy means an ability to read and write, but then it is realized that
writing ability cannot be developed without speaking ability, so the word literacy
now means both oracy and literacy or the ability to speak and write. In view of that,
although English curriculum for Junior High School students is designed to build
spoken communication, Junior High School students are also introduced to the
written communication step by step, especially written language (Alwasilah, 2006).
Junior High School students find the difficulties of written communication in
English when they want to master it well, especially in written language. Davies
(2000, p. 96) notes that writing is probably the language skill that is least used by
most people in their native language. Walters (1983, p. 17) has the same opinion that
writing is the last, and perhaps the most difficult skill. When the students have to
make a composition or writing, they have many ideas in their mind that they want to
write, but they are not able to put the ideas into a good writing. In other words, the
students cannot make a good order composition, for example if they are asked to
make a description of people composition, they should start to write the generic
structure of describing people in a good order composition, such as the first
paragraph is Introduction, Description of physical appearance, Description of
personal qualities, Description of hobbies and interests, and Conclusion.
The situation above can make students not interest to write English
composition. Another reason is students do not have a technique to write a
only gives the topics and asks the students to write a composition directly. Therefore,
as good English teachers, they always try to find more effective ways of teaching
writing (Davies, 2000, p. 185). It means that English teachers should use various
interesting materials, topics, types of texts, and techniques to make English
teaching-learning easier and expose the process of composing written texts. In composing a
written text, the English subject demands the generic structure and language features
of the text types. Each purpose of written language has its own characteristics, for
example the characteristics of newspaper would be different from those of poems
(Nunan, 1999, p. 275). In order to overcome those problems, the researcher attempts
to find out what the students’ perceptions on the use of text modelling in teaching
writing to the eighth grade students of SMP BPK Penabur Indramayu are.
B. Problem Formulation
The problems in this research are formulated as follows:
1. What are the students’ perceptions on the use of text modelling in teaching
writing to the eighth grade students of SMP BPK PenaburIndramayu?
2. What is the class procedure of the use of text modelling in teaching writing to the
eighth grade students of SMP BPK PenaburIndramayu?
C. Problem Limitation
The problem presented is the students’ perceptions on the use of text
modelling in teaching writing to the eighth grade students of SMP BPK Penabur
five stages, they are: building the context, modelling and deconstructing the text,
joint construction of the text, independent construction of the text, and linking to the
related texts. This study is only applied in writing skill, particularly the teaching
recount with funny ending and then focused on one stage of the literacy cycle,
namely the text modelling stage.
This study was done in SMP BPK Penabur Indramayu. The students were
eighth grade students of junior high school and they were in the second semester of
the 2007/2008 academic year.
D. Research Objectives
The objectives of the study are to find out what the students’ perceptions on
the use of text modelling in teaching writing to the eighth grade students of SMP
BPK Penabur Indramayu are and what the class procedure of the use of text
modelling in teaching writing to the eighth grade students of SMP BPK Penabur
Indramayu is.
E. Research Benefits
This research has some benefits that can be useful for the eighth grade
students of junior high school students, English teachers, and also other researchers.
1. The eighth grade students of junior high school
It is expected that the result of this research can help the students to know
their perceptions on the use of text modelling in teaching writing to the eighth grade
students of Junior High School. Hopefully, this study will help the students to
explore the generic features of a composition in order they can create a good recount
2. The English teachers
The result of this study may facilitate the English teachers in SMP BPK
Penabur Indramayu to be able to improve their teaching writing ability, especially
related to the text modelling in teaching recount.
3. Future researchers
The researcher expects that the study will suggest some benefits to the other
researchers to conduct to the other levels of learners by using this study and give
another text-type of writing.
F. Definition of Terms
1. Perception
Robbins (2005, p. 134) notes that perception is a process by which
individuals organize and interpret their sensory impressions in order to give meaning
to their surroundings. In this research, perception refers to the way or process by
which students and the teachers do on the use of text modelling in teaching-learning
writing.
2. Text Modelling
Feez and Helen (2002, p. 28) note that text modelling is a stage of the
teaching and learning cycle which helps the teacher to decide how much time to
apply to particular language features. In this stage, the students investigate the
structural pattern and language features of the model and compare the model with
other examples of the text-type. Then, the teacher and students discuss the model to
3. Teaching Writing
Tiedt (1989, p. 1) says that teaching writing is a complex effort, for teachers
never teach writing in separation. This means that the teaching writing has to involve
the other language skills such as listening, speaking, and reading. In this study,
teaching recount is emphasized on the use of text modelling stage of the literacy
cycle and expected to assist the students to learn English writing skills appropriately.
4. SMP BPK PenaburIndramayu
Junior High School is an intermediate school between Elementary School and
Senior High School. This school is a unit form of obligatory education since
Indonesian government has a program which is called as an obligatory nine-year
education. The students studying in this school are between eleven and fifteen years
old.
SMP BPK Penabur Indramayu is located at Jalan Veteran No.73/V,
Indramayu. There are three grades there; ninth grade consists of two classes, hence
there are four classes in SMP BPK Penabur Indramayu. To make the students feel
comfortable during their learning process, all of the classrooms have many types of
equipment: two big whiteboards, one small whiteboard for writing several
information about the students’ absence or the tests for the following days, and a
loud speaker which is connected to teachers’ office. For helping the students in
increasing their language ability, this school has one language laboratory. There are
eleven teachers in this school. Then, the total students of SMP BPK Penabur are 83
students.
The number of eighth grade students is 20 students, 13 males and 7 females.
They are between twelve and fourteen years old. The eighth grade students have
many characteristics, such as active, interactive, and talkative. Since they have
studied English from the first grade of elementary school, their English background
is quite good. The daily languages of the majority of the students are mostly Javanese
8 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is dedicated to present a theoretical description which shows the
areas of this study which consist of many theories from the experts and theoretical
framework.
A. Theoretical Description
In the theoretical description, the researcher will provide the basic theories of
perception, the learning stages in the literacy cycle, modelling and deconstructing the
text, recount text type, curriculum based competency, and theoretical bases in
competency based curriculum.
1. Theory of Perception
a. Definition of Perception
Robbins (2005, p. 134) defines perception as a process by which individuals
organize and interpret their sensory impressions in order to give meaning to their
environment. Kreitner and Kinicki (2007, p. 207) have the same opinion that
perception is a cognitive process that enables people to interpret and understand the
surroundings.
From those definitions, perception is viewed as the responses to a stimulus or
to the surroundings. Those responses occur in people’s awareness to the stimuli for
people get the incoming data from the stimuli through their sensory receptors. Then,
these responses will be interpreted as meaningful information about the stimuli and
b. Factors Influencing Perception
Altman, Valenzi, and Hodgetts (1985, p. 90) reveal thatthere are a number of
factors influence a person’s perception. Four of the most important are:
1) Selection of stimuli
Selection is the process of focusing only on a small number of the stimuli. This is
one reason why people perceive things differently, each person selects specific
cues and filters or screens, out of others. For example, a student may be so
intently doing a writing test that he or she is obvious to the noises caused by
environment around. The distractions are screened out of his or her awareness
and do not interfere with the students’ focusing. People have thresholds, which
are different in the levels. A student can write or read and still be able to follow
the plot of a television program, while the other student cannot.
2) Organization of stimuli
After information has undergone the screening process, it must be arranged to
become meaningful. The mind tries to bring order out of the disorganized
onslaught of sensory data by selecting particular items and putting the together in
a meaningful way that is based on experiences.
3) The situation
A situation, as well as, his or her past experiences, affects what one person
perceives. Perceiving a situation accurately is also related to how well a person
organizes his or her behavior to situations.
Self-concept is the way we feel about and perceive ourselves. Students might see
themselves as clever, honest, patient, or intelligent, or as all of the foregoing.
This self concept is important because students’ mental pictures of themselves
determine most of what we perceive and do.
c. Factors Creating Perceptual Difficulty
Altman (1985, p. 91-93) note that there are some factors which create
students’ perceptual difficulties. They are as follows:
1) Hallo Effect
The Hallo Effect refers to the use of a known particular characteristic as the basis
for an overall evaluation. For example, a student who attends a writing class and
finds some interesting activity may decide that writing class is interesting.
2) Projection
Projection is the attribution of our own undesirable characteristics to others. It
means that projection happens when we attribute our own feelings to others. Our
perceptions may be distorted by emotions we are experiencing or by personality
traits we may possess.
3) Stereotyping
Stereotyping is the process of categorizing people or things based on a limited
amount of information. The bases for such stereotyping may be obtained from
mass media or schoolbooks or from past experience. Stereotyping helps the
decision maker simplify the situation and since most people lack either the ability
or desire to deal with complex facts and alternatives, it is common to find
4) Perceptual Defense
Perceptual Defense refers to the screening out or distorting of information that is
personally disturbing or that we do not care to acknowledge. People have a
tendency to choose or attend to information that supports their perspective, and at
the same time as, to ignore or fail to perceive information that is opposite to their
opinions.
Luthans (1992, p. 147) says “motivation is a process that starts with a
physiological or psychological deficiency or need that activates behavior”.
Motivation can also affect students’ perception. Motivation and perception affect
each other (Luthans, 1992, p. 67). It means that a good perception will direct to high
motivation, and high motivation will also direct to a good perception.
2. The Learning Stages in the Literacy Cycle
According to Feez and Helen (2002, p. 27) the teaching and learning cycle
activities in the text-type approach consists of a number of stages which the teacher
and students go through so that students achieve independent control of a particular
text-type progressively, the stages are building the context which is the students are
introduced to the social context of an authentic model of the text-type; modelling
and deconstructing the text, joint construction of the text, independent construction
of the text, and linking to the related texts. Feez and Helen (2002, p. 28) reveal that it
is possible to enter each stage of the cycle at any time during a lesson. For example,
the students may previously be familiar with the context, thus the first stage can be
Furthermore, it is also possible to return to activities from earlier stages of the cycle
at any point. For instance, the students may face difficulties in the independent
construction stage, thus the joint construction stage may be reentered.
Feez and Helen (2002, p. 28) st at e t hat in t he st age of building t he cont ext , t he st udent s are int roduced t o t he social cont ext of an aut hent i c model of t he t ext -t ype, t he st udent s discover f eat ures of t he general cult ural cont ext where t he t ext -t ype is used and t he social purposes t he t ext -t ype achieves, and t he last , t he st udent s have t o explore t he immediat e sit uat ional cont ext by examining t he regist er of a model t ext on t he basis of t he course obj ect ives.
In the modelling and deconstructing the text stage, students explore the
structural pattern and language features of the model (Feez & Helen, 2002, p. 29).
The explanation of text modelling will be presented in the next sub-topic.
Feez and Helen (2002, p. 30) note that in joint construction of the text stage,
the students begin to contribute to the structure of whole examples of the text-type,
as the teacher gradually decreases the contribution to the text construction, while the
students move closer to being able to manage the text-type independently. Joint
construction activities consist of teacher questioning and discussing.
In the independent construction of the text stage, students work independently
with the text. Independent construction activities include writing tasks which demand
that students draft and present whole texts (Feez & Helen, 2002, p. 31).
According to Feez and Helen (2002, p. 31) in linking to related texts stage
same contexts and future or past cycles of teaching and learning. Activities which
connect the text-type to related texts consist of evaluating the use of the text-type in
different fields, investigating other text-types in the same field.
Since this study discussed about students’ perceptions on the use of text
modelling in teaching writing, the stage of the teaching and learning cycle which is
discussed is only the text modelling stage.
3. Modelling and Deconstructing the Text
Feez and Helen (2002, p. 29) reveal that text modelling is a stage of the
teaching and learning cycle which helps the teacher to decide how much time to
apply to particular language features. There are two major activities in the text
modelling stage. First, the teacher gives information about the concept and types of
literary text. This activity is the students explore the structural pattern and language
features of the model. Then, the teacher distributes the models to the students and
they discuss the purpose of the model, its generic structures and linguistic or generic
features of the text type together. Second, the students compare the model with other
examples of the text type.
Sofyanda et al. (2006, p. 6) also suggest that there are three teaching learning
activities in the modelling of the text stage, namely the teacher presents exercises
which ask students to identify particular information in the text (factual and
ideational meanings), the teacher presents exercises which direct students to the
awareness of features and text structures and also asks students to identify language
Context Text
Semantics Lexicogrammar (meaning) (wordings)
Field Ideational Transitivity
(what’s going on) (Processes, Participants,
Circumstances)
Tenor Interpersonal Mood and Modality
(social (speech roles, attitudes)
relations)
Mode Textual Theme, Cohesion (contextual
coherence)
cohesion and coherence in a text, and the teacher presents exercises which compare
text structure and other features of the model with other examples of the text type.
In deconstructing the text, the students should understand the text which is
affected by a number of things as it is shown in Figure 2.1
Figure 2.1: The Relationship between Context, Meanings, and wording (from Gerot and Wignell, 1995, p. 15)
Gerot and Wignell (1995, p. 2) reveal that grammar is a theory of language,
of how language is composed and how it works. More essentially, it is the learning of
wordings. In several theories of grammar, lexicogrammar is called as syntax which is
studied separately from semantics. A theory of grammar or language is required to
recognize how text works. Teachers need to know how texts work so they are able to
unambiguously help students to comprehend and create written texts in various
One is able to reconstruct the context of situation because there is a
systematic connection between context and text. The wordings of texts
simultaneously encode three sorts of meaning: ideational, personal, and textual
(Gerot & Wignell, 1995, p. 12). Ideational meanings are sense about phenomena -
about objects, people, events, what goings on and the circumstances. These meanings
are comprehended in wordings throughout participants, processes and conditions;
they are also influenced by the field of discourse; Interpersonal meanings are
meanings which express a speaker’s manner and judgments. These are meanings for
performing ahead and among others. Meanings are understood in wordings
throughout mood and modality, they are also influenced by tenor at discourse; and
Textual meanings state the relation of language to its surroundings, including both
the verbal situation - what has been said or written before and the non-verbal,
situational setting (context). These meanings are understood through patterns of
theme and cohesion. Textual meanings are most influenced by mode of discourse.
According to Gerot and Wignell (1995, p. 103) in English, the theme can be
recognized as those elements which appear first in the clause, while cohesion
Halliday (1976, p. 6) is the grammatical and lexical relationship inside a text or
sentence. Cohesion can be defined as the links that hold a text together and give it
meaning. Gerot and Wignell (1995, p. 170) have expressed a similar view that refers
to the resources inside language that present continuity in a text. It consists of
references, lexical cohesion and conjunction.
Gerot and Wignell (1995, p. 170) say that reference refers to systems which
distinctions: whether the participant is being stated for the first time in the text or
whether it is a following mention, reference is to a general group or to a specific
character and reference is comparative or not.
Gerot and Wignell (1995, p. 177) point out lexical cohesion refers to
interaction between and among words in a text, while conjunction is the semantic
organization where speakers tell clauses in terms of chronological order, comparison,
and addition. It means that a word that connects parts of a sentence, for example little
conjunction or coordinating conjunction, such as the acronyms FANBOYS:
For-And-Nor-But-Or-Yet-So. Thus, the whole text also needs to be coherent, that is,
various parts of the text have to work together conceptually in the particular
rhetorical context (Schmitt, 2002, p. 257).
4. Recounts Text Type
a. Definition of Recounts Text Type
According to Doyle (2004, p. 57), recount is a text type which is spoken or
written relating of events that happened in the past. There are two main kinds of
recount, namely Personal recount which describes events that the writer was
personally involved in, personal recount with funny ending is kind of personal
recount usually retells an experience in which the writer was personally involved in;
and Factual recount which records particular event that the writer might or might not
have been involved, historical recountis a variant of the factual recount (biography).
b. Purpose of Recount with Funny Ending
Gerot and Wignell (1995, p. 194) and Mukarto, Sujatmiko, Josephine, and
or experiences for the purpose of informing and mainly to entertain the audience or
readers.
c. Generic Structure of Recount with Funny Ending
Mukarto et al. (2007, p. 203) and Gerot and Wignell (1995, p. 194) note that
the generic structure of Recount with Funny Ending is
• Orientation : sets the recounts in time and place
• Series of events: : It presents events chronologically
• Re-orientation : closure of writer’s opinion regarding events described
d. Linguistic or Generic Features of Recount with Funny Ending
Personal Recount Text Type
• The title of the text.
• The purpose of this text: to inform and mainly entertain by retelling past events/experiences.
Contextual factors
• Subject matter (Field) – focus on individual, event/s, place/s.
• Roles and relationships between writer and reader (Tenor)
The nature of the relationship between the writer and the readers.
• Mode
The mode for all these texts is written. Textual Features
• Generic structure Orientation Series of events
Re-orientation – consist of humorous activity or situation
• Vocabulary
Associated with the subject matter or field.
The language used can be emotive to describe the events/experiences.
• Grammar
Verb type: Action or doing verbs; Verbal or saying verbs, Mental – to do with thinking, feeling.
Verb form (tense): The tense of the verb that is past tense.
• Likely functions and associated grammar and vocabulary
Language functions Signal/features
Telling about the past lived
Cause-effect due to, because of, as a result Expressing sequence first, next, finally
e. Example of Recount with Funny Ending
f. Analysis Generic Features of Recount with Funny Ending Contextual factors
• Subject matter (Field) – school, drama
• Tenor - writer to unknown readers
• Mode - written
Emotive e.g. performance, angry, loudly
• Grammar
Verb type: Action verbs e.g. sat, turned, went Mental verb e.g. thought
Verb form (tense): past tense
• Likely functions and associated grammar and vocabulary
Language functions Signal/features
None of Your Business!
Last week I went to my sister’s school to see her performance in a drama. First, I looked for the best seat in the school hall. Then, I sat and waited patiently for the drama.
As soon as the drama started, I tried to concentrate on the performance. The drama was good but I did not enjoy it. Two children were sitting behind me and they were talking loudly. I got very angry because I could not hear the conversations. So, I turned my head and looked at them angrily. They did not pay any attention and kept on talking. Finally, I turned round again and said angrily that I could not hear a word.
To my surprise they told me that it was none of my business. I thought they did not understand. What I was trying to say was that I couldn’t hear the drama, not their conversation.
Telling about the past went, looked
Cause-effect because…
Expressing sequence first, finally, then
Expressing time last week
Giving addition and
In this recount with funny ending, we can see that each text type has its own
distinctive text structure and language features. It means that linguistics features of
the recounts text type will be different from other text types. Generic features can
help students to construct a text because it covers generic structure which can make a
composition easier.
In modelling and deconstructing the text stage, the students are asked to
compare the recount with other examples of the text type and discuss its generic
structure. The following is an example of describing people text which is quoted
from (http://elcwebtest.byu.edu).
One of the most important people of my life is my mother. Her name is Silvia Edith Flores. She is very important to me because she teaches me to be better every day.
My mother is 45 years old, but she does not look like it. She is of average build. She is not tall but not short. She has curly brown hair. Her eyes are almond-shaped and brown. My mother has a broad nose but she is lucky to have regular teeth. She also has thin lips. Furthermore she has a beautiful smile.
She is a very kind person. She is very lovely, friendly, patient, and she loves to help people. I love my mother because she is a good example to me. For instance, she loves being in the Church.
She always takes care of her family. She is a very organized person, and all things in the house are in the right place. She doesn't like messes. Moreover she loves singing and dancing, too.
All in all, she is a very good child, wife and mother. She wants good things for her family and it is good for me. I want to be like her with many goals in my life.
Analysis linguistic or generic features of describing people text Contextual factors
Field : mother
Tenor : writer to unknown readers Mode : written
Textual Factors
Generic structure : Introduction
Description of physical appearance Description of personal qualities Description of hobbies and interests
Conclusion
Vocabulary : related to the field – curly, lips, broad, friendly, etc
Grammar : verb type : action verbs e.g. : teach, take care, and love verb form : simple present tense e.g. : is (to express generality) Likely functions and associated grammar and vocabulary
Language functions Signal/features
Describing appearance (Adjective) curly, brown, thin Expressing addition furthermore, moreover, too, and
In conclusion, we can see that each text type has own distinctive
characteristics, such as generic structure of Recount is Orientation, Series of events,
Re-orientation different from description text type is introduction, series of
descriptions, and conclusion. Furthermore, the verb form of recount text type is past
tense, different from descriptive text type, which is simple present tense.
5. Competency Based Curriculum
A new curriculum, Competency Based Curriculum called CBC has been
implemented in Indonesia since 2004. The CBC is designed to help students to
develop English communicative competence as life skill, the skills to make students
survive in the modern communication where English is used (Departemen
Pendidikan Nasional, 2004, p. 43).
Curriculum itself is a general statement of goals and outcomes, learning
programs within an educational institution. According to Mulyasa (2005, p. 38)
competency is knowledge, skill and ability mastered by someone with the intention
of doing cognitive, affective and psychomotor behaviors well. To sum up,
competency is someone’s ability to think and (or) to do something. It always deals
with one’s intelligence, basic knowledge and other aspects: psychomotor, cognitive,
and affective.
6. Theoretical Bases in Competency-Based Curriculum
a. Language Model
Departemen Pendidikan Nasional (2004, p. 6) notes that a model which is
used as theoretical basic in Competency-Based Curriculum 2004 is language model.
This model points out language in cultural contexts and situational contexts.
Figure 2.2: The Relation between Text and Context (from Departemen Pendidikan Nasional, 2004, p. 7)
Cultural Context Genre
Situational Context
Who is involved? (Tenor)
Subject Matter Channel (Field) (Mode)
Register
The largest box in figure 2.2 represents cultural context. Hardy (1990, p. 7)
points out that the purposeful cultural activity in which people are interacting that is
called genre. Feez and Helen (2002, p. 6) have the same opinion that genre is cultural
context develops particular patterns of structure and language inside texts. Then
every genre or text type is characterized by its communicative purpose, generic
structure, and linguistic features. The smaller box represents social context or
situational context. This context has three elements: subject matter (field), roles and
relationships (tenor), and mode. Feez and Helen (2002, p. 6) note that field refers to
what is happening or what is being written about. Tenor refers to the social roles and
relationships of the people involved. It means that the relationship between the reader
and writer. Mode refers to the choice of spoken or written channel.
b. Communicative Competence Model
Figure 2.3: Communicative Competence Model (from Departemen Pendidikan Nasional, 2004, p. 51)
Socio- cultural competence
Discourse competence
Linguistic competence
Actional competence
In a curriculum, there is Communicative Competence Model which is
proposed by Celce-Murcia et al. (as cited in Departemen Pendidikan Nasional, 2004,
p. 50). This model is the latest model in language education. Communicative
Competence is the ability to communicate using language in various contexts,
spoken or written language.
As it is shown in Figure 2.3, discourse competence is positioned at the centre
of the communicative competence showing that discourse competence is the main
language competence. Discourse competence itself is the ability to communicate
spoken or written in various communications. Socio-cultural competence is related to
tenor, mode and field. This competence refers to the ability to convey or understand
communication which is appropriate with sociocultural expectation, social contexts
and English culture and linguistic competence is the ability to comprehend and apply
structure, vocabulary, intonation, and spelling in the text correctly.
Actional competence is when a person says something, he or she does
something, for instance asking for information, giving compliments, and so on.
Strategic competence is the ability to maintain the flow of the communication
process especially in spoken language, such as explaining, using other similar terms,
and paraphrasing in English. For example, when a person has to explain the word
‘dimple’, he or she may say, “You know… something that small natural hollow…
which is in someone’s cheek…”
As a conclusion, all of the competences are related one another. For example,
discourse competence is never achieved when the person involved do not have
vocabulary, grammar, text arrangement, conjunction, and so on (Departemen
Pendidikan Nasional, 2004, p. 52). Thus, the students can achieve the discourse
competence only when they acquire other supporting competences such as socio-
cultural, linguistic, actional, and strategic competences.
c. Genre-based Approach
The approach that can be considered in an application of English subject
Curriculum 2004 is Genre-based Approach. Sofyanda et al. (2006, p. 4) say that
genre-based approach is one of the approaches which is suggested in English subject
curriculum implementation. This approach has two cycles, namely Oracy Cycle
(focus on Listening and Speaking) and Literacy Cycle (focus on Reading and
Writing). The purposes of a genre-based approach to language teaching are to
increase students’ awareness of the schematic structure of a particular genre or
text-type, to accomplish their communicative purpose, and to show students which
linguistic features are available to understand these strategies.
B. Theoretical Framework
One of the purposes of a Competency Based Curriculum, especially in
English subject is to enable the students to communicate using English in a
real-world condition. According to Feez and Helen (2002, p. 27) note that the teaching
and learning cycle which is used more frequently is the literacy cycle which consists
of five stages: building the knowledge, modeling and deconstructing the text, joint
construction of the text, independent construction of the text and linking to the
Modelling the text stage can make students understand the structural pattern
and linguistics features of the text type. Recount is the text type which is learnt in the
second semester of the eighth grade students of Junior High School, particularly
recount with funny ending is overwhelmingly the most widely experienced by the
students in their school. It means that students spend a lot of time telling the story of
what they did or found out in their daily life. Thus, it can also create students to
understand the generic features of the recount with funny ending easier.
There are many things to comprehend in using of text modelling in teaching
writing. Ideally, the teachers have to make the students aware about those things.
Therefore, there are some theories that contribute to the use of text modelling, such
as genre based approach that can make students understand and comprehend a
written language well.
Based on some preliminary observations, this research intends to find out
what the students’ perceptions on the use of text modelling in teaching writing to the
eighth grade students of SMP BPK Penabur Indramayu are and what the class
procedure of the use of text modelling in teaching writing to the eighth grade
26 CHAPTER III
METHODOLOGY
This chapter presents research method, research participants, research
instruments, data gathering techniques, data analysis technique, and research
procedures.
A. Research Method
This research was a survey research. According to Ary, Jacobs, and Razavieh
(2002, p. 27) there are two instruments that are usually used in a survey research,
those are interviews and questionnaires. A survey research often took the form of a
questionnaire that was sent out to a group of people about a particular topic. It was
used to measure group’s attitudes, opinions, and perceptions (Wiersma, 2005, p.
169). For that reason, this research used those instruments to answer the problem
formulation.
According to Ary, et al. (2002, p. 28) state that there are the advantage and
disadvantage of using the survey research. The advantage of using the survey
research is that substantial amounts of information can be collected in a relatively
short time. One disadvantage, however, is that the number of people who response to
questionnaires, especially when it is mailed, is often low. A low response rate raises
the question on how much the information obtained actually represents the attitudes,
opinions, and characteristics of the group as a whole. In obtaining the data, the
used to gather data systematically, but the data were purely descriptive, and therefore
not numerical (Sprinthall, 1991, p. 100). Thus, in this research, the researcher would
interpret the data in form of numbers into words.
B. Research Participants
Sprinthall et al. (1991, p. 27) reveal that the term population refers to the
group of persons, things, or events that share at least one common characteristic. In
this study, the population of this research was the eighth grade of SMP BPK Penabur
Indramayu. There were 20 students, namely 13 males and 7 females. The participants
of this research were the eighth grade students of SMP BPK Penabur Indramayu
2007/2008 academic year.
C. Research Instruments
There were three research instruments in this study, namely observation,
interview, and questionnaire.
1. Observation
The first instrument was the observation. In this study, the researcher chose
to be a complete observer, that was the researcher observed the activities of the class
without in any way becoming a participant in those activities (Fraenkel, Jack, and
Norman, 1993, p. 384). This observation had a purpose, namely to discover how the
condition of the class was.
2. Interview
The next instrument was the interview. Fetterman in Fraenkel et al. (1993, p.
thinking or how they feel about a particular thing. The researcher asked about the
teacher’s perception of the text modelling and how she implemented it. The
respondent was open to reply in her own expressions, and to answer either in brief or
at length. Then, the responses were recorded by taking notes during the interview and
with a voice recorder.
3. Questionnaire
The last instrument was the questionnaire. In this study, a questionnaire was
instrument of the study to gather information through the students’ written responses
to a list of questions (Ary et al., 1990, p. 418). There were two types of
questionnaires, namely structured, or closed, and unstructured, or opened-ended
questions (Ary et al., 1990, p. 424). In order to gather the students’ perceptions on
the use of text modelling, the researcher employed the closed questionnaire. The
closed questions allowed individual to pick the response that best represented his/her
belief or opinion. It meant that the students could directly choose what they want and
the opinions could directly be completed. On the closed questions, the researcher
provided thirteen closed questions. In the closed questions, for positive statements,
the students might choose a number between 4 until 1 in a Likert scale. The Likert
scale indicated their level of agreement on a range from strongly agree to strongly
disagree (Ary et al., 1990, p. 425). Score or number 4 is strongly agree, 3 is for
agree, 2 is for disagree, and 1 is for strongly disagree.
D. Data Gathering Technique
This research was conducted when the class in progress of 2007/2008
researcher distributed the questionnaire sheet to the eighth grade on June 7, 2008 and
conducted the interview to the English teacher. This research used the observation
checklist, the interview to the English teacher, and the questionnaire. In short, data
gathered were shown in Table 3.1below:
Table 3.1 Summary of the Data Gathering
Activity Data Gathered Method
observation how the use of text modelling was implemented
Complete observer
interview The teacher’s comprehension about the text modelling and how she implemented it
open-ended interview
questionnaire A list of 13 closed questions Closed questionnaire
There was an observation in this study (see Appendix C). In the observation,
the researcher took notes on how the use of text modelling stage was implemented,
such as the arrangement of the text modelling, how the teacher did the text modelling
clearly, and what activities occurred in this stage.
This study used an open-ended interview to the English teacher (see
Appendices D and E) about the text modelling in teaching writing. The respondent
was open to answer in her own expressions. The responses were recorded by taking
notes during the interview and with a voice recorder.
This study also used a questionnaire to know the participants’ perceptions on
the use of text modelling in teaching writing, especially teaching recount. The
researcher employed the 13 close questions to pick the response that best represented
E. Data Analysis Technique
The first step in analyzing the data gathered was recording the questionnaire
results in a form of table (see Appendix B). The Likert scale was used to measure the
students’ perceptions on the use of text modelling. The range is from strongly agree
to strongly disagree. Score or number 4 is strongly agree, 3 is for agree, 2 is for
disagree, and 1 is for strongly disagree.
The second step in analyzing the data gathered was analyzing the observation
checklist (see Appendix C). This was analyzed in order to find out the
implementation on the use of text modelling.
The last step was analyzing the interview results. Instead of using a tape
recorder, the researcher also recorded the data in a note. The interview results would
not specifically be discussed in a certain part, but it would be used to support the
second research questions.
F. Research Procedure
In order to answer the research problem, the following procedures were
applied in this research:
1. Conducting the survey research
The researcher conducted the survey research. It often took the form of a
questionnaire that was sent out to a group of people about a particular topic.
2. Constructing the questionnaires
The researcher constructed the closed questionnaire. There were thirteen closed
3. Consulting the questionnaire to the sponsor
The researcher consulted the closed questions to the sponsor.
4. Observing the class
The researcher observed the class and wrote a note of what the teacher did in the
modelling the text stage and the class activities.
5. Distributing questionnaire to the respondents
The closed questionnaire was given to the students. The researcher allowed the
students to pick the response that best represented his/her belief or opinion.
6. Interviewing the English teacher
The researcher asked several questions to the teacher about the use of text
modelling in her teaching writing to the eighth grade students.
7. Analyzing the result of the study
The researcher wrote the notes of the observing the class to know what the
teacher did in the modeling the text stage and the class activities, interviewing
the English teacher, and the questionnaire in readable form
8. Drawing conclusion from the analysis
The purpose of analyzing the data was to help the researcher to get the data
32 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presented and discussed the findings of the research. This study
was conducted to investigate two research problems as they were presented in the
first chapter. They were what the students’ perceptions on the use of text modelling
in teaching writing to the eighth grade students of SMP BPK Penabur Indramayu
were and what the class procedure of the use of text modelling in teaching writing to
the eighth grade students of SMP BPK PenaburIndramayu was
A. The Students’ Perceptions on the Use of Text Modelling in Teaching Writing
to the Eighth Grade Students of SMP BPK Penabur Indramayu
The researcher presented the description of the students’ perceptions on the
use of text modelling in teaching writing to the eighth grade students of SMP BPK
Penabur Indramayu taken from the distributed questionnaire, the observation
checklist, and the interview an English teacher.
1. The Description of the Students’ Perceptions Based on the Questionnaire
The researcher presented the description of the students’ perceptions on the
use of text modelling in teaching writing to the eighth grade students of SMP BPK
Penabur Indramayu based on the questionnaire in data presentation and discussion.
In order to find out the perceptions on the use of text modelling in teaching
writing to the eighth grade students of SMP BPK Penabur Indramayu, the researcher
questionnaire consisted of 13 close-ended questions and the questionnaire was
distributed on June 7, 2008 to the eighth grade students of SMP BPK Penabur
Indramayu as the respondents and there were 20 students in that class. The students’
responses on the questionnaire represented the students’ perceptions on the use of
text modelling in teaching writing to the eighth grade students of SMP BPK Penabur
Indramayu.
The following are the descriptions of the students’ responses for each
statement were presented in the form of data frequency and data percentage. It was
shown in table 4.1:
Table 4.1 : The Questionnaire Results of Students’ Perceptions
Frequency Percentage No Statement
7. The use of text that are relevant to the topic.
Table 4.1 showed the respondents’ responses on the statements for the
students’ perceptions on the use of text modelling in teaching writing. The results of
the students’ perceptions on the use of text modeling were only taken from the
students’ perceptions on the use of text modeling in teaching writing, particularly
teaching recount, as follows: statement number three concerned with the teacher’s
explanations about text modelling were important for the success of the respondents’
writing. The result showed that for “Strongly Agree”, there were 50% or ten students
who chose it. 40% or eight students chose “Agree”. For “Disagree”, there were 10%
result showed that most of the respondents needed the teacher’s explanations on the
text modelling for the success in writing.
Statement number six asked about the respondents’ responses whether the use
of text modelling helped the processes in learning writing. The result showed that
30% or six students who chose “Strongly Agree”. For “Agree”, there were 70% or
fourteen students who chose it. None of the students chose “Disagree” and “Strongly
Disagree”. The result showed that the use of text modelling helped the respondents in
writing process.
Statement number seven concerned with the respondents’ responses whether
the use of text modelling helped the students understand the better material of
writing. The result showed that for “Strongly Agree”, there were 45% or nine
students who chose it. 50% or ten students chose “Agree”. For “Disagree”, there
were 5% or one student who chose it. None of the students chose “Strongly
Disagree” as their responses on the statement seven. The result showed that most of
the respondents understood the better material of writing by the implementation of
text modelling.
Statement number eight asked about the respondents’ responses on whether
the teacher gave the sample of texts models which were relevant to the topic. The
result showed that 60% or twelve students chose “Strongly Agree”. For “Agree”,
there were 40% or seven students who chose it. None of the students chose
“Disagree” as well as “Strongly Disagree”. The result showed that the teacher gave
Statement number nine concerned for the respondents’ responses on whether
the use of text modelling encouraged the respondents to write a better composition.
The result showed that for “Strongly Agree”, there were 30% or six students who
chose it. 50% or ten students chose “Agree”. For “Disagree”, there were 20% or four
students who chose it. None of the students chose “Strongly Disagree”. The result
showed that most of the students were encouraged to write a better composition by
the use of text modelling.
Nevertheless, there were also small number of students who had negative
perceptions on the use of text modelling in teaching writing to the eighth grade
students of SMP BPK Penabur Indramayu. There were 10% or two students who
had negative perceptions on the statement number three, the respondents felt that the
teacher’s explanations about text modelling were not important for the success in
writing skill. Then, there were 5% or only one student who did not have positive
perception with the statement number seven, the respondent stated that the use of text
modelling did not help her understand the better material of writing. Moreover, there
were 20% or four students who had not agreed with the statement number nine, the
respondents stated that the use of text modelling did not encourage them to write a
better composition.
Based on the data presentation and discussion on the result of the
questionnaire, it can be concluded that generally, the students’ perceptions on the use
of text modelling in teaching writing are positive. Most of the students had
experienced on the use of text modelling well, thus the students were familiar with
The students’ positive perceptions on the use of text modelling in teaching
writing were showed by the results of the statement number three, there were 90% or
eighteen respondents stated that most of the students needed the teacher’s
explanations on text modelling for the success in writing. Moreover, there were
100% or all students had positive perceptions on the statement number six, the
students stated that the use of text modelling helped the processes in learning writing.
There were 95% or nineteen students stated that they understood the better material
of writing by the implementation of text modelling.
Furthermore, there were 100% or all students had positive perceptions on the
statement number eight, they stated that the teacher gave the sample of texts models
clearly which were relevant to the topic. As stated on statement number nine, sixteen
students or 80% students stated that the use of text modelling encouraged them to
write a better composition
2. The Description of Students’ Perceptions Based on the Observation
The researcher presented the data analysis of the use of text modelling in
teaching writing into the data presentation and analysis. To answer the second
problem, the researcher carried out an observation. The observation helped the
researcher to get some descriptions on how the text modelling was being
implemented. The following was the description of the text modeling was being
implemented in the eighth grade of SMP BPK Penabur Indramayu.
The observation was on February 7, 2008. The main focus of the observation
