• Tidak ada hasil yang ditemukan

TEACHING NARRATIVE TEXTS THROUGH JOURNAL : A Case Study at One of International Secondary Schools in Bandung.

N/A
N/A
Protected

Academic year: 2017

Membagikan "TEACHING NARRATIVE TEXTS THROUGH JOURNAL : A Case Study at One of International Secondary Schools in Bandung."

Copied!
50
0
0

Teks penuh

(1)

LIST OF CONTENTS

1.4 Clarification of the Terms………... 5

1.5 Purposes of the Study……….. …… 7

1.6 Significance of the Study………. …… 8

1.7 General Approach and Methodology of the Study……….. …… 9

1.8 Concluding Remarks……… …… 9

CHAPTER TWO: THE LITERATURE REVIEW………... 10

2.1 Introductory Remarks……….. …… 10

2.2 Teaching Writing………... 10

2.3 The Roles of Teacher in Teaching Writing………..…… 12

2.4 The Nature and Essential Problems in English as Foreign Language (EFL) Writing……… 13

2.4.1 Getting Started……….. …… 17

2.4.2 Writing Anxiety and Writer’s block………. …… 18

2.4.3 Building Self-Confidence………. …… 19

2.4.4 Building the Writing Habits……….. …… 20

2.5 A Genre-Based–An Approach Needed in Teaching Narrative Texts…... 21

2.5.1 The Model of Genre-Based Approach……….. 24

2.6 Narrative Texts………. 25

2.6.1 The Types of Narrative Texts……… 26

2.6.2 The Characteristics of Narrative Texts………... 27

2.6.3 The Schematic Structures and Language Features of Narrative Texts... 28

2.6.4 The Importance of Writing Narrative Texts………. 30

2.6.5 The Different of Narratives with Recounts………..………. 31

2.7. Journal Writing–A Technique Needed in Teaching Narrative Texts……… 32

2.7.1 The Types of Journal……… 35

2.7.2 The Benefits of Writing Narrative Texts through Journal Writing………... 35

2.7.2.1 Developing Students’ Writing Skill……….. 36

(2)

2.7.2.3 The Value of Self-reflection and Assessment……… 37

2.7.3 The Stages of Teaching and Learning Narrative Texts through Journal ……… 39

3.4 Research Site and Participants………. 56

3.5 Data Collection Methods, Instruments and Researcher’s Roles ………. 57

3.5.1 Data Collection and Instruments……….. 58

3.5.1.1 Observation……… 59

3.7 Systemic Functional Linguistic (SFL) as Texts Analysis Devices..………… 67

3.7.1 Theme and Rheme……… 67

3.7.2 Transitivity……… 69

3.7.2.1 Process and Participants……….. ………. 69

3.7.2.1.1 Material Process: Process of Doing……… 70

3.7.2.1.2 Verbal and Mental Process………... 71

3.7.3 Conjunctions………... 71

CHAPTER FOUR: DATA ANALYSIS, FINDINGS AND DISCUSSION… 79 4.1 Introductory Remarks………. 79

4.2 Data from Observation: The Kinds of Activity that Take Place in the Process of Teaching and Learning Narrative Texts through journal……. 81

4.3 Data from Questionnaire………... 90

4.3.1 The Students’ Opinions about the Activity of Teaching and Learning Narrative Texts through Journal………... 91

(3)

Texts through Journal………... 96

4.4 Data from Interview……….. 99

4.4.1 Students’ Interview………. 100

4.4.1.1 The Students’ Opinions about the Activity of Teaching and Learning Narrative Texts through Journal………... 100

4.4.1.2 The Obstacles that the Students Encounter in Writing Narrative Texts through Journal………... 104

4.4.1.3 The Benefits that the Students Obtain From Writing Narrative Texts through Journal………... 107

4.4.2 Teacher’s Interview………. …… 110

4.5 Overall Findings on Students’ Opinions about the Activity of Teaching and Learning Narrative Texts through Journal………. 115

4.6 Overall Findings on the Obstacles that the Students Encounter in Writing Narrative Texts through Journal……….. 117

4.7 Overall Findings on the benefits that the Students Obtain from Writing Narrative Texts through Journal……… 118

4.8 Documentation Analysis (Students’ Weekly Journal)………. ….... 119

4.8.1 Text Analysis 4.1……….. 123

4.8.1.1 Analysis of Schematic Structures………... …… 125

4.8.1.2 Analysis of Linguistic Features……… 128

4.8.2 Text Analysis 4.2……….. 130

4.8.2.1 Analysis of Schematic Structures……….... 132

4.8.2.2 Analysis of Linguistic Features……… 134

4.8.3 Text Analysis 4.3……….. 137

4.8.3.1 Analysis of Schematic Structures……… 139

4.8.3.2 Analysis of Linguistic features……… 142

4.8.4 Text Analysis 4.4……….. 146

4.8.4.1 Analysis of Schematic Structures……… 148

4.8.4.2 Analysis of Linguistic Features………... 150

4.8.5 Text Analysis 4.5……….. 153

4.8.5.1 Analysis of Schematic Structures……… 155

4.8.5.2 Analysis of Linguistic Features………... 157

4.8.6 Text Analysis 4.6……….. 160

4.8.6.1 Analysis of Schematic Structures……… 162

4.8.6.2 Analysis of Linguistic Features……… 165

4.8.7 The Conclusion of Students’ Written Works………. 167

4.9 Concluding Remarks………... 168

CHAPTER FIVE: CONCLUSION AND SUGGESTION………... 169

5.1 Introductory Remarks……….. 169

5.2 Conclusions………... 169

5.3 Suggestions……….. 172

5.4 Concluding Remarks………. .. 173

(4)

APPENDICES……… 180

LIST OF TABLES Table 2.1 Eight Key Genres for Teaching Writing across the Curriculum…... 23

Table 2.2 Curriculum Cycle in Genre-Based Approach……….. 25

Table 3.1 The Research Schedule……… 58

Table 3.2 Data Analysis Categories of Teaching Narrative Texts through Journal………... 66

Table 3.3 The Exemplification of Topical Theme………..…... 68

Table 3.4 The Exemplification of Textual Theme……… 68

Table 4.1 Overall Findings on the Students’ Opinions………... 115

Table 4.2 Overall Findings on the Students’ Obstacles……… 117

Table 4.3 Overall Findings on the Students’ Benefits………... 118

LIST OF FIGURES Figure 3.1 The Research Design………... 78

Figure 4.1 The Relationship of Students’ Narrative Texts, the Benefits of Journal Writing and Systemic Functional Linguistic (SFL)………… 121

APPENDICES Appendix One: Case Study Consent Form………. 181

Appendix Two: Classroom Attributes………... 182

Appendix Three: The Topics of Journal Writing Activity………... 183

Appendix Four: The Stages of Teaching Narrative Texts through Journal……… 184

Appendix Five: The Example of Narrative Texts……….. 189

Appendix Six: Interview Guidelines for Students………. 190

Appendix Seven: Interview Guidelines for Teachers……… 192

Appendix Eight: The Students’ Questionnaire Sheets………... 193

Appendix Nine: Lesson Plan……….………. 198

Appendix Ten: The Results of Classroom Observation………... 201

Appendix Eleven: The Students’ Interview Transcripts……….…………... 203

Appendix Twelve: The Teacher’s Interview Transcripts ……….. 211

Appendix Thirteen: The Research Documents ………... 214

(5)
(6)

1

CHAPTER ONE

THE INTRODUCTION

1.1 Introductory Remarks

As the introductory section, this chapter presents initial description related to the study. This includes the background of study, research questions, purposes of the study, significance of the study, general approach and methodology of the study, clarification of the terms, and conclusion.

1.2 Background of the Study

Unwritten resources can be written and incorporated by students to their journals, because those can be cheaply obtained everyday and everywhere as long as they have consciousness to record them. As stated by Comprone (1974: 5) that “a variety of stories, and experiences that are potentially exciting surround the students at any moments and places of their lives but unluckily they often ignore them and seldom break through their consciousness”. Therefore, it seems to be pleonastic if they are not eager to include those stories and experiences as their recorded documents because “by recording those specific stories and experiences students can watch the process by which they perceive and experience their world” (Carr, 1979: 5).

(7)

2

and life impressions are also very important because if they do not record them immediately, they will miss out the most valuable part of their lives. Therefore, “students’ personal journals can be good place to record their stories, experiences and life impressions as accurately as possible” (Comprone, 1974: 12; Carr, 1979: 5; Winterowd, 1981: 30; Brereton, 1982: 6; Crosby & Carter, 1986: 23; Stanley at all, 1988: 3; Gould at al, 1989: 72; Harmer, 2001: 339; Harmer, 2004: 126; Lingley, 2005; Stewart, 2006; Alwasilah, 2007: 146 and Trejos, 2008). Since, journal might be one of the progressive, effective and factual techniques for some students to develop their writing skills (Carr, 1979: 5; Harmer, 2004: 126; Genesee & Upshur, 1998: 120; and Alwasilah, 2007: 105) and thinking practice (Carr, 1979: 5; Brereton, 1982: 7 Stanley, at al, 1988: 4; Gould at al, 1989: 72 and Harmer, 2004: 126).

Generally, in Indonesian context, EFL writing teacher is not an active writer (Alwasilah, 2007: 47 & 137), therefore, students should not depend on their hopes to their teachers to be the main reference in writing because teacher is not the only one of the available resources. In this case, teacher is hoped to be as a motivator, feedback provider, evaluator and etc, (Genesee & Upshur, 1998: 121; Harmer, 2001a: 261 & 2004b: 41 & 42). In short, the improvement of students’ writing skill might be attained through their independence in writing practice (Alwasilah, 2007 & Harmer, 2001a: 335 & 2004b: 127).

(8)

3

effective to improve and develop students’ writing competence” (Johnson, 2003 in Emilia, 2008: 13).

It is the opportunity for English teachers to carry out their students to write Narrative Texts through journal (Walshe, 1981: 167) and “how to guide them in developing their writing skills by encouraging them enthusiastically to increase the frequency of their students’ writing habit” (Harmer, 2004: 61 & 84) because through writing habit, there are some advantages that students might obtain, for example “it might increase their thinking competence. Through such adequate competence, they might write progressively (Oshima & Hogue, 1997: 2) because their minds are frequently sharpened by thinking more through writing practices (Harmer, 2004: 31 & 126).

(9)

4

thinking (Blanchard and Root, 2004: 17). Since Narrative Texts can be a suitable genre which can help students express and retell their stories, experiences, imaginations and life impression step by step; and it can also embodies their self-reflection” (Derewianka, 2004: 40 & Comprone, 1974: 107), there can be a lot of benefits that can be found by students if they keep their life stages in a journal (Harmer, 2004: 126; Blanchard and Root, 2004: 16). In short, writing in journal might develop students’ writing skills, enable them to express themselves freely and openly and achieve their self-reflection and assessment” (Carr, 1979: 5 & 6 and Harmer, 2004; 126 & 127).

In addition, learning to write well in Narrative Texts might be a difficult and lengthy process that comes to the anxiety and frustration and often leads students in reluctance to write more, and the activity is felt alien by students and might make them pessimistic (Harmer, 2004: 61 & Alwasilah, 2007: 28). Therefore, there should be a progressive writing technique and an intensive approach to facilitating them in solving such problems. In other words, the technique and approach should contribute to the development of students’ writing skills.

(10)

5

to achieve in this research is to know the benefits that the students obtained from writing narrative texts through journal. All of these become the prime issues to be investigated in this study.

1.3 Research Questions

Based on the background of the study, the researcher formulated five research questions, as follows:

1. what kinds of activity that take place in the process of teaching and learning

Narrative Texts through journal?

2. what are the students’ opinions about writing Narrative Texts through journal? 3. what obstacles do the students encounter in writing Narrative Texts through

journal?

4. what benefits do the students obtain from writing Narrative Texts through

journal?

1.4 Clarification of the Terms

1.4.1 Teaching Writing

(11)

6

1.4.2 Narrative texts

The word of narrative derives from narrate, which means telling a story. A story is a sequence of events or incidents in chronological order, fiction or non fiction (Comprone, 1974: 107; D’Angelo, 1980; p. 196: Crosby & Carter, 1986; 6: Brown, 1987; p. 62: and Derewianka, 2004). A Narrative Text is to entertain, to tell a story, or to provide an esthetic literary experience (Derewianka, 2004). Narrative Text is based on life experience and is person-oriented using a dialogue and familiar language in chronological order (Ruggiero, 1985 Crosby & Carter, 1986: 6 & Alwasilah, 2007: 119).

1.4.3 Journal

(12)

7

four-by-six cards (Winterowd, 1981: 29), email or blogs (electronic journal) (Stewart, 1996; Johnson, 2004; and Gebhard & Nagamine, 2005), a ring binder full of papers, a single blank paper, a collection of electrical particles on computer disk or an audio tape (Stewart, 1996). In short, journal can be written in diverse place and ways.

1.5 Purposes of the Study

The purposes of this study determine the research activity that the researcher conducted. Therefore, all research activities would be clearly directed if the purposes were explicitly decided at the beginning. The purposes are related to the kinds of activity takes place in teaching and learning Narrative Texts through journal, students’ opinions about writing Narrative Texts through journal, students’ obstacles in writing Narrative Texts through journal, and the benefits that the students obtained from writing Narrative Texts through journal. Therefore, based on the above statements, this study has five purposes:

1. to explore the kinds of activity that take place in process of teaching and learning Narrative Texts through journal;

2. to know students’ opinions about writing Narrative Texts through journal; 3. to identify students’ obstacles in writing Narrative Texts through journal, and; 4. to identify the benefits that students obtain from writing Narrative Texts

(13)

8

I.6 Significance of the Study

Hopefully, the results that emerged from this study might be beneficial to the school, students, teachers, English departments, policy makers, and other researchers. Significantly, since journal writing is a luxurious habit to do, this study might generate students’ encouragement to generate their willingness and to improve their habit in writing Narrative Texts through journal.

The results of this study are also expected to answer the obstacles faced by students in writing, so journal writing is expected to be an alternative solution to overcoming such writing obstacles–those which are always experienced by most students. Then, making students familiar with journal writing can be a long-term prospective investment for developing their writing skills, so the intensive writing practice guidance might help them because to write well is a complex and lengthy process. Thus, “students may take pride in writing even though they just write a single paragraph in one day” (Harmer, 2004: 84).

(14)

9

writing through journal writing should be improved by teacher and hopefully it can be well practiced by students.

1.7 General Approach and Methodology of the Study

As this study attempts to understand the process of “Teaching Narrative Texts through Journal at one of International Secondary School in Bandung”, the qualitative approach was used as the research method. In addition, to find the answers to research questions (the kinds of activity, the opinions, the obstacles, and the benefits), “a case study design was applied as an appropriate design in understanding the journal writing by which events and actions took place” (Maxwell, 1996; 19). In line with this, Merriam (1988: 16) and Yin (1984) stated that a qualitative case study is an intensive investigation to retain a holistic description and analysis; and meaningful characteristics of real life events of a single instance, phenomenon, or social unit.

1.8 Concluding Remarks

(15)

54

CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introductory Remarks

This case study was systematically managed based on the fix procedure and research steps started from the pre-research to post-research. This chapter discusses a set of methodology which covers research design, research site and participants, research instruments, the researcher’s roles, data collection technique, data analysis technique, documentation analysis, systemic functional grammar as text analysis device, establishing the trustworthiness, and conclusion.

3.2 Research Methodology

(16)

55

3.3 Research Design

To find the answers to research questions (the kinds of teaching activity, the opinions, the obstacles, and the benefits), “a case study design was applied as an appropriate design to understand the process of Teaching Narrative Texts through Journal and the process of journal writing by students by which events and actions took place” (Yin, 1984; Travers, 2002; Maxwell, 1996; 19). Therefore, this case study was conducted in an intensive, holistic description and analysis of a single instance, phenomenon, and meaningful characteristics of real-life teaching and learning process in a classroom (Yin, 1984: 14 and Meriam, 1988: 16).

Furthermore, to explore the kinds of activity that took place during the process of teaching Narrative Texts through journal, to know students’ opinions about writing Narrative Texts through journal, and to identify students’ obstacles that they encountered and the benefits they might obtained from writing Narrative Texts through journal; this research focused on students themselves, their writing products and an EFL writing teacher.

In reality, students’ journals are different from academic writing because

(17)

56

the field of how to identify the problems that emerged interests and curiousness of the researcher; and understanding the personal interpretation of students’ journal.

In this case study, research problems frequently based on students’ personal experiences with the specific characteristics, the specific instructional programs in classroom or other cases. Then to be continued by “identifying and describing the personal document of how’s their writing alike” (Syamsuddin & Damayanti, 2006: 176). Therefore, this case study attempted to explore the cases that focused on students’ personal experiences and an EFL writing teacher’s perspectives to do with teaching and learning Narrative Texts through journal. Then, “since this case study was conducted in natural setting, where the class performed teaching and learning Narrative Texts through journal, the researcher should be able to interact with the situation of the classroom actively” (Lier, 1988; 40 & 65) that experienced evolving, developing and emerging during the process of teaching and learning Narrative Texts through journal” (Syamsuddin & Damayanti, 2006).

3.4 Research Site and Participants

This case study was conducted at one of International Secondary Schools in Bandung because of some reasons; “this case study site was easy to be accessed by the researcher, the headmaster seemed to welcome well for this research topic, the EFL writing teacher gave the researcher a large chance to be involved in teaching and learning activities, the class instructions were actively delivered in English, and the curriculum was an adaptation of Cambridge School’s.

(18)

57

based on the criterion-based selection (LeCompte & Preissle, 1993 in Alwasilah, 2002). Therefore, in this case study, the researcher specifically researched six second year students who were taking EFL writing course in class A. Then, there was one EFL writing teacher who was also as a participant. Thus, this case study only researched six students and one the EFL writing teacher as the participants, so there is no the generalization of research findings conclusion to all students at this International Secondary School.

3.5 Data Collection Methods, Instruments and Researcher’s Roles

The data were obtained from questionnaires sheets, interview guidelines, field notes and students’ journals (Taylor & Bogdan, 1984: 52; Yin, 1984; Wiseman at al, 1988; Travers, 2002 and Alwasilah, 2002). Then, there were five types of data needed in this study, they are: (1) to explore the kinds of activity that take place during the process of teaching and learning Narrative Texts through journal, (2) students’ opinions about writing Narrative Texts through journal, (3) to identify students’ obstacles that they encounter, and (4) to identify the benefits that the students obtain from writing Narrative Texts through journal. In this case study, the researcher had to walk and involved in the following roles of both participant–observer and direct–observer” (Gold, 1958 & Junker, 1960 in Taylor and Bogdan, 1984: 39; Yin, 1984: 85–86; Wiseman, at al, 1993 and Syamsuddin & Damayanti, 2006: 179).

(19)

58

3. o The Difference of Recounts with Narrative

o Writing a Real-Life Fiction

February 4th, 2009 07.30-09.00 IIA

4. o Grammar Instruction (Simple Past Tense)

(20)

59

documents (students’ journal) (Wiseman at al, 1988; Travers, 2002: 2-5; and Alwasilah, 2002) and the procedures are clearly explained.

3.5.1.1 Observation

Classroom observation process was needed in this case study ((Travers, 2002; Syamsuddin & Damayanti, 2006; Wiseman at al, 1993; Alwasilah, 2002; and Danim, 2002) to capture the whole classroom settings (Travers, 2002: 2) and it required the researcher to spend most of time during data gathering phase (Yin, 1984; Lier, 1994; 9 and Danim, 2002: 130) that was conducted once in a week for two hours of learning in one meeting for four months, started from January to April 2009 and totally 12 sessions of case study was conducted.

In this case study, the researcher was involved as participant-observer and direct-observer during observation process in order to be able to take a part in the interaction and the researcher took a seat next to the class teacher as co-teacher (Yin, 1984; Lier, 1994; 40) by observing all students and the one EFL writing teacher in the classroom activities, listening to them and talk about what was on their minds, looking at the documents they produced (Taylor & Bogdan, 1984: 7) and helped the EFL writing teacher teach about writing Narrative Texts through journal.

(21)

60

more responsive, sensitive and interactive to this case study to gain the qualified data (Strauss & Corbin, 1990 and Lincoln & Guba, 1985 in Hoepfl, 1997).

During observation process, the researcher did not use a video camera in order to keep students’ concentration and their natural manner. This may become the weakness of this case study. However, Alwasilah (2002: 226) suggests videotaping the observation. This implies that video taping is not a must. Instead a researcher could be a good note taker. In this case, the researcher had tried to be a good note-taker by taking notes on some aspects which were important for the research data such as what the students and the EFL writing teacher did and said. The data were collected through this method are teaching and learning activities, task and assignments, teaching materials, teacher’s roles, teacher’s approach towards writing instruction, teacher’s efforts in improving students’ writing skills; and students’ responses during teaching and learning Narrative Texts writing through journal.

Furthermore, after teaching and learning activity finishing to be performed, the researcher and the EFL writing teacher discussed what happened in class, mainly to overcome the problems about students who had low motivation to be involved in teaching and learning activities. This was very important to do in order to know what was happened and what to do further.

3.5.1.2 Interview

(22)

61

Damayanti, 2006: 94). The in-dept interviewing was very important to do in this research because “the researcher had to obtain in-depth information from the students by asking them nondirective questions early in the research, and learned what were important to them before focusing the research interests” (Taylor and Bogdan, 1984: 77). Therefore, the researcher established rapport with them.

In this case study, interview was conducted after teaching and learning process. There were six students that represented the group and an EFL writing teacher to be interviewed. The individual interview of face to face way in open-ended interview was used in this case study (Taylor & Bogdan, 1984: 77; Travers, 2002: 3; Danim, 2002: 138; and Patilima, 2004: 78) to enable the researcher to obtain the required information and at the moment the researcher gave chance to the respondents to respond all the interviews freely and completely.

The participants were interviewed about intricacies of writing Narrative Texts through journal and its essences; their opinions about writing Narrative Texts through journal, their obstacles in writing Narrative Texts through journal, and the benefits of journal writing.

All interviews were recorded through video-tape in order to enable the researcher to obtain verbatim data and doing the further analysis (Taylor & Bogdan, 1984: 102; Lier, 1988; Alwasilah, 2002; and Syamsuddin & Damayanti, 2006).

3.5.1.3 Questionnaire

(23)

62

were also administered in this method, such as students’ opinions about writing Narrative Texts through journal, their obstacles in writing Narrative Texts through journal, and the benefits of writing Narrative Texts through journal. Then, questionnaires were immediately administered to six respondents in the end of the program after the process of teaching and learning Narrative Texts through journal finished performing completely for 12 sessions. The goal was “to validate the data from other methods, typically by following up with in-depth interviews with the respondents” (Yin, 1984: 68 – 76).

In this case study, questionnaires were absolutely important to be administered for gaining as much as data from six participants (Alwasilah, 2002: 151) because through questionnaires the participants might write their information to the researcher as completely and freely as possible. Therefore, this case study specifically used two types of questionnaires, they were “multiple choice and open-ended questionnaires” (Alwasilah, 2002: 151 and Danim, 2002: 138).

3.5.1.4 Documentation Analysis

(24)

63

There were two documents analyzed by the researcher. The first, the formal document, the 2006 curriculum of Secondary School related to writing Narrative Texts. The second, the personal documents, six students’ journals were analyzed by the researcher to evidence students’ statements that they obtained the benefits from writing Narrative Texts through journal, including writing skills development and vocabulary development.

3.5.2 Researcher’s Role

In this case study, the researcher had to walk and involved to be an active observer and a passive observer (Gold, 1958 & Junker, 1960 in Taylor and Bogdan, 1984: 39) because those roles determined the objective of the research results itself. Therefore, researcher’s roles played an important position in this study. Then, “to fulfill such requirements, the following roles of both participant– observer and direct–observer were actively and passively performed by the researcher” (Yin, 1984: 85–86; Wiseman, at al, 1993 and Syamsuddin & Damayanti, 2006: 179). The two roles had to fit the natural context perfectly and the researcher had to be very careful to balance the both roles (Mustafa in Alwasilah, 2002) because the balance of both roles was determined by the objective of the researcher himself through natural settings.

(25)

64

prepared a small group that might make the researcher to be easy to access the data” (Yin, 1984: 86 - 87) and actually it involved two persons as the instructors; an EFL writing teacher and the researcher himself as co-EFL writing teacher. When an EFL writing teacher was teaching in front of the classroom, the researcher might observe the class activities directly and in another time the researcher had a chance to help the EFL writing teacher taught the students. In short, “the multiple observers were available in this study because they would help the researcher to obtain more accurate data from variety source of observers” (Yin, 1984: 86 – 89).

3.6 Data Analysis Method

In analyzing the data, the researcher was required to integrate and relate the findings to the background of study mainly to the research questions, theories, and methodology for classifying the data into manageable units (Emilia, 2008: 201). Data analysis in this case study was done in two phases: firstly, data analysis during research process that derived from field notes and documents (students’ journal); and secondly, data analysis at the end of research process (Miles and Huberman, 1984 and Syamsuddin & Damayanti, 2006), mainly, the data derived from interview and questionnaire. However, the data obtained from interviews, questionnaire and field notes required the systematic search and organization and then to be qualitatively analyzed to increase the researchers' understanding of the problems being explored (Bogdan & Biklen in Syamsuddin & Damayanti, 2006).

(26)

65

Therefore, there is not a formal and exact way of how to assess and analyze them. In another hand, “a number of different ways of describing textual structures have emerged in systemic genre studies (Paltridge, 2000: 107).

In this case study, the researcher attempted to analyze students’ journals through “the Systemic Functional Linguistic (SFL) based on the Schematic Structures and Linguistic Features of Narrative Texts” (Eggins, 1994; Gerrot & Wignell, 1995 and Paltridege, 2000: 107). Then the interview, questionnaires and observation data were analyzed by using thematic structures (Eggins, 2000 & Kvale, 1996) where the data was analyzed based on the relevance topic of research questions and the researcher’s perspective. In this case study, the process of reducing the data into manageable units and codes was an integral part of the analysis process (Miles & Huberman, 1984). Therefore, for the purposes of analysis, the processes of data reduction were done to obtain a deeper understanding of the data collected throughout this study (Syamsuddin & Damayanti, 2006). From those processes, the grounded theory of this case study began to emerge (Glaser & Strauss in Travers, 2002: 41 and Strauss & Corbin, 1990).

(27)

66

interpretation of researcher’s perspectives (Alwasilah, 2002). In short, inductive analytical approach was applied to this case study where facts and general statements were presented from obtained data to come to the conclusion.

The next step was developing themes or categories. The category was developed from the consistency of the findings and related to the previous theories and related findings (Merriam, 1988: 133). Once the main categories were established and all data were coded. These main categories were grouped into sub categories to facilitate the presentation of data for each category. Table 3.2 summarized data analysis categories for Teaching and learning Narrative Texts writing through Journal:

Table 3.2

Data Analysis Categories of Teaching Narrative Texts through Journal

No. Categories Sub Categories

1. The kinds of activity that take place in teaching and learning Narrative Texts through journal 3. The Obstacles that the Students’ Encounter

in Writing Narrative Texts through Journal 4. The Benefits that the Students Obtain from

(28)

67

3.7 Systemic Functional Linguistic (SFL) as Text Analysis Device

This case study uses students’ texts as evidence of what they had achieved in relation to the demands of the learning context. In this case, Systemic Functional Linguistic (SFL) is used as text analysis device. Then, as mentioned in data analysis method, texts analysis based on systemic functional grammar which has three major systems. The three systems include Theme and Rheme relate to textual meaning, Transitivity relates to ideational meaning and Mood which relates to interpersonal meaning. The followings are the descriptions of each system and the analysis based on the exemplification of students’ texts.

3.7.1 Theme and Rheme

Theme system discusses the organization of information in each clause, and through this discussion Theme system discusses the major texts of information organization (Eggins, 1994: 271 and Martin, 1992 in Emilia, 2008: 42). Theme system is actualized in a structure with a configuration of the clause into the two functional components of a Theme (point of departure for the message) and the starting point for the message and Rheme (Halliday, 1994: 37 and Eggins, 275). In this case, Theme is the starting pint of the message. Meanwhile, Rheme is the part of the clause as new information in which the Theme is developed and everything that is not the Theme is the Rheme (Eggins, 1994: 275).

(29)

68

Topical Theme is an element of the clause to which a Transitivity function can be assigned occurs in first position in a clause and it actualized a type of representational meaning (Martin, 1992 in Emilia, 2008: 43 and Eggins, 1994: 276). In Transitivity structures, Theme can be actualized as Participant (Nominal), Circumstance (Adverbial), and Process (Verb). The subject Theme is unmarked theme and non-subject Theme is marked Theme (Martin, 1997 in Emilia, 2008, 43 and Eggins (1994: 274).

Table 3.3 The Exemplification of Topical Theme

Particpant as a Theme I Did not want to lie you

Adverb as a Theme Last month They visited Teheran

Topical Theme Rheme

Textual Theme is the elements that do not express any interpersonal or experiential meanings, but which are doing important cohesive work in relating the clause to its contexts (Eggins, 1994: 281). The two types of textual elements which can get to be Theme are Continuity Adjuncts (oh, well, and Yea) and Conjunctive Adjuncts (coordinating and subordinating conjunctions, relatives and conjunctives) (Martin, Mathiessen and Painter, 1997 in Emilia, 2008: 43). Textual Theme with conjunction can be actualized in the following examples:

Table 3.4 The Exemplification of Textual Theme

Coordination So, they hated me

(30)

69

Conjunctive Finally, Rebi knew why his friends hated him

3.7.2 Transitivity

Transitivity system based on experiential meaning and as the whole resources of language grammatical features for expressing the realized process simultaneously (Martin, 1977 in Emilia, 2008). Transitivity (process type) with the choice of process implicating associated participant roles and configuration. Systemicists argue that the clause’s experiential meaning is realized simultaneously on its interpersonal meaning, so the description of Transitivity in the clause complements its simultaneous mood description.

3.7.2.1 Process and Participants

As with the clause as exchange, we find there is one major system of grammatical choice involved. This is the system of transitivity or process type. Based on Systemic Functional Linguistic (SFL), there are six process types that can be categorized they are material, mental, verbal, behavioral, existential, and relational. Since in Narrative Texts (as being analyzed in this research) might consist of mainly action verb (material process) and also many verbs which refer to what the human participants said, felt or thought (verbal and mental process), therefore the analysis of process types would be focused on material process, verbal process and mental process.

(31)

70

whom the process is directed, to whom the action is extended. In addition, Halliday (1985: 103) assumes the Actor is the obligatory and the Goal is optionally.

The nature of the active participant in the mental process clause must be a conscious human participant. This participant is called the Senser (Eggins, 1994: 242). In another hand, a verbal process typically contains three participants: Sayer, Receiver and Verbiage (Eggins, 1994: 251-252).

3.7.2.1.1 Material Process: Process of Doing

The basic meaning of material process is that some entity does something, undertakes some actions (Halliday, 1985: 103-104). In addition, Eggins (1994: 230-231) identify three potential participants in material processes they are Actor, Goal and Range or Beneficial, as explained:

The criteria for knowing material processes is that they can be probed by asking: “What did X do? or What happened?” and the potential participants in material process might be Actor (the constituent of the clause who does the deed or perform the action), Goal (participant at whom the process is directed or to whom the action is extended), Range (something in which the process is not directed or to what the action is not extended), or Beneficial (participant which benefit from the process).

In addition, a Range can not be a personal pronoun, a Range can not usually be modified by a possessive and a Range is less likely to become Subject than Goal. In English, “Range might be used in the following expression such as: take

another quick look, make mistake, have a bath, do a little dance, come forward,

(32)

71

3.7.2.1.2 Verbal and Mental Process

Verbal process is process of verbal action: saying and all its many synonyms. Verbal process typically contains three participants: sayer, receiver and verbiage (Eggins, 1994: 251). The Sayer is the participant who responsible for the verbal process, does not have to be a conscious participant (although it typically is) but anything capable of putting out a signal. The Receiver is the one to whom the verbal process is directed: the beneficiary of a verbal message, occurring with or without a preposition depending on position in the clause. The

verbiage is nominalized statement of the verbal process: a noun expressing some

kind of verbal behaviour (e.g. statement, questions, retort, answer and story). Furthermore, when we think and feel or when we talk about what we think and feel, in this case we are involved in mental process. When we probe, we find we are not asking about actions or doings in a tangible, physical sense but about mental reactions: about though, feeling and perception (Eggins, 1994: 240-241). Halliday (1985: 111) divides mental process verbs into three classes: cognition (verbs of thinking, knowing and understanding), affection (verbs of liking and fearing) and perception (verbs of seeing and hearing).

3.7.3 Conjunctions

(33)

72

Elaboration is a relationship of restatement or clarification, whereby one sentence is (presented as) a re-saying or representation of a previous sentence (e.g. in other words, that is, for example, thus, actually, and etc (Halliday, 1985: 303 and Eggins, 1994: 105).

Extension is a relationship of either addition (one sentence adds to the meanings made in another), or variation (one sentence changes the meanings of another, by contrast or by qualification) (Eggins, 1994: 106). Typical of extension conjunction listed by Halliday (1995) includes: and, also, more over, in addition; nor; but, yet, on the other hand, however; on the contrary, instead, a part from that, except for that, alternatively, and etc.

Enhancement refers to ways by which one sentence can extend on the meanings of another, in terms of dimensions such as time, comparison, cause, condition or concession (Eggins, 1994: 106). “Typical of temporal conjunctions include: then, next, afterwards, just, at the same time, before that, soon, after a while, meanwhile, all that time, until then, up to that point, in that way, and etc (Halliday, 1985: 211 and Eggins, 1994: 106).

3.7.4 Modality

(34)

73

Halliday (1985: 85 and 332) in Eggins (1994: 179) presented that:

“Modalization involves the expression of two kinds meaning, they are (1) probability, where the speaker express judgments as to the likelihood or probability of something happening or being, and (2) usuality, where the speaker express judgments as to the frequency with which something happens or is.

Furthermore, Eggins (1994: 179) adds that there are two meanings of modalizations in two places: finite category of Modal Operators and in the class of Mood Adjuncts. Both Modal Operators and Mood Adjuncts can be classified according to the degree of certainty or usualness the express: i.e. high (must, certainty, always), median (may, probably, usually), or low (might, possibly, sometimes). Then, since people often play with language, modalization can also be realized explicitly, quite obvious, less obvious or even unobvious.

3.8 Establishing the Trustworthiness

The concepts of validity and reliability are very important for qualitative research. Since, validity can show the description, conclusion, explanation, interpretation, and all research report as fair as possible. The researcher should be able to present the true evidence and strong foundations of making the research report is reliable (Alwasilah, 2002). A fundamental concern for qualitative, in fact, revolves around the degree of confidence that the researcher can place in, and what he has looked and listened; how the researcher can be so sure that he was not mislead.

(35)

74

validity. Therefore, a number of techniques had to be used to check the research findings in order to ensure the validity of investigation that the researcher hoped he was not misinformed. In this case, triangulation, persistent observation, rich and thick description, and member checking are interrelated to be performed to establish the trustworthiness.

3.8.1 Triangulation

In this case study, the triangulation was very important to perform because triangulation as a way to guarantee the research validity (Evans and Gruba, 2002: 91 and Yin, 1984 in Emilia, 2008: 197). In triangulation process, the researcher gathered the consistency findings through different methods and sources of data (Denzin, 1970 in Lier, 1994: 13). In line with this, Trocim (2001) and Sydenstricker-Neto (1997) in Emilia (2008: 197) described that “a qualitative process that tests the consistency of findings gathered through different methods and sources of data, including filed notes, artifacts, and transcripts”. Therefore, “the triangulation could be expected to increase the validity and trustworthiness in this study” (Calabreses, 2006 and Silverman, 2006 in Emilia, 2008: 198).

(36)

75

Three methods of data triangulation were also applied; interview, questionnaire, documentation, and observation (Yin, 1984: 68). The interview and questionnaire were used to gain the data about the kinds of activity in teaching and learning Narrative Texts through journal and its intricacies; what the students said about their experiences in learning and writing Narrative Texts through journal, their obstacles in writing Narrative Texts through journal, and the benefits that they might obtain from writing Narrative Texts through journal. Then, observation was performed to gain data about class situations, its happenings and students’ responses. Field notes took place at all activities during teaching and learning process. Video tapping took place in interviewing process and questionnaires guidelines were simply used to support the in-depth interviewing data.

3.8.2 Persistent Observation

(37)

76

3.8.3 Thick Description

To improve the reliability of the data in this case study, the researcher described this case study in detail, rich and thick description as the final product of the study, so that the findings of this case study can be applied to other situations (Merriam, 1988: 177). Thus, the researcher had to provide a detailed description of the study by analyzing, presenting and discussing the data as complete as possible (Alwasilah, 2002). Therefore, through rich and thick description the readers are appropriately assisted to understand through these research findings because everything is clearly and specifically displayed.

3.8.4 Member Checking

(38)

77

3.9 Concluding Remarks

(39)

78

Figure 3.1

The Research Design

Background of the Study

Theory Analysis of Writing Narrative Texts through Journal

Research Problems

Theory Analysis of How to Analyze

Students’ Written Works (Journal)

Data Collection Methods Survey of

Research Site Condition

Establishing the Trustworthiness Research Questions

Research Report

(40)

169

CHAPTER FIVE

CONCLUSIONS AND SUGGESTIONS

5.1 Introductory Remarks

This chapter presents the conclusion drawn on the basic results of the present study in connection with the research problems. The present study also offers some recommendations, especially for further research.

5.2 Conclusions

The conclusions consist of some points relating to the research questions, findings, and discussions presented in the previous chapter. The problems of the present study include the kinds of activity that take place in teaching Narrative Texts through journal; the students’ opinions about writing Narrative Texts through journal; the obstacles that the students encountered in writing Narrative Texts through journal; and the benefits that the students obtained from writing Narrative Texts through journal. In this case, the conclusions are drawn in direct relation to the research questions.

Firstly, regarding the kinds of activity that take place in the process of teaching Narrative Texts through journal, it is found that there were three general kinds of activity; they are journal writing (building knowledge of the field, starting out and keeping going), Narrative Texts instruction (building knowledge of the field, modeling, and independence construction), and grammar instruction.

(41)

170

difficult to be consistence with journal writing, and even some of them got difficult reflecting their personal experience into Narratives Texts.

Generally, journal writing was applied as teaching technique to increase students’ writing habits. Furthermore, Narrative Texts instruction was applied in the class based on Genre-Based as teaching approach to reach the maximal results of teaching Narrative Texts and to help students develop their insights and skills about text types. In this case, grammar instructions were applied to increase students’ understanding about the Linguistic Structure of Narrative Texts, because as can be seen from students’ written texts, it is likely that the Linguistic Features of Narrative Texts might be their major problem among others. In short, a Genre-Based Approach, a Practiced-Genre-Based Approach and a Structure-Genre-Based Approach might be better combined in teaching and learning Narrative Texts; and supported by the specific technique like journal writing.

(42)

171

activity. It seems that the positive responses might dominantly represent the students’ opinions about writing Narrative Texts through journal.

Thirdly, with respect to the obstacles encountered by the students during writing Narrative Texts through journal, they consist of the procedural problems, academic problems and non-academic problems. In this study, based on the questionnaire and interview analyses, procedural problems (getting started) and non-academic problems (less writing habit of Narrative Texts–technical problem and lack of self confidence–psychological problem) were likely to be the major problems shared by the respondents.

Fourthly, concerning with the benefits of writing Narrative Texts through journal, the present study finds a lot of benefits, they are writing skills development, thinking ability improvement, writing habits improvement, vocabulary development, freedom of expression, reflection and self-assessment, fostering observation and description resulting in expanded the awareness of self and world, and the last is defining problems and reducing confusion. It is likely that journal writing is appropriately recommended in teaching Narrative Texts because the students might obtain a lot of benefits.

(43)

172

Features and they failed to reach their functional goal because there were some linguistic errors made by the students. It is likely that the students’ major problem in writing Narrative Texts is related to the Linguistic Features.

Based on the conclusions above, the researcher might say that although students experienced some problems to write Narrative Texts through journal, generally, they were success to develop their writing skills, and even it is balanced by the positive points that they got other positive benefits. This can be seen from their texts, for example, at first they could only write Recount Texts but later they could write Narrative Texts. In this case, it can be specifically inferred that schematically most of students’ writings might reach the communication goals although linguistically they made some linguistic errors. This means that they reached a significance results form writing Narrative Texts through journal. In short, they writing skills might develop.

5.3 Suggestions

Actually, in this study a Genre-Based was used as teaching approach and journal was the technique. It means this approach and technique are combined to study. Therefore, from the conclusions above, there are some suggestions that might be recommended to other researchers, schools, teachers, students, and other stakeholders who have responsibility with this study.

(44)

173

enable the students to write any kinds of texts, it is suggested to let them write the texts that they feel comfortable with their own interest and speed.

Secondly, it is suggested to this International Secondary School to incorporate a Genre-Based Approach into the curriculum to be implemented in classroom. Since the significance results might be obtained from this approach. Furthermore, based on the data from observation, interview, questionnaire, and the students’ written texts, the teacher is suggested to combine a Genre-Based Approach, a Practice-Based Approach and a Structures-Based Approach, because teaching merely on grammar would not help the students improve their writing skills.

Thirdly, it is suggested to EFL writing teacher to use journal as one of teaching technique for teaching EFL writing in classroom because there might be a lot of benefits would be obtained if journal writing is intensively implemented by the teachers to their students.

Finally, it is hoped that the findings of this present study would assist students to know more about text types, to write more in journal, and to assist the teachers to implement both a Genre-Based Approach and journal writing activity in classroom.

5.4 Concluding Remarks

(45)

174

--- (2003). Pokoknya Kualitatif: Dasar-Dasar Merancang dan

Melakukan Penelitian Kualitatif. Jakarta: Pustaka Jaya.

Arikunto, S. (1997). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.

Arikan, A. (2008). The Value of Reflectıon in Wrıtıng Courses in ELT Preservıce

Teacher Educatıon Programs. Available at: http://www.asian-efl-journal.com/June_08_jg&tn.php.

Brown, D.H. (2004). Language Assessment; Principles and Classroom Practices. USA: Longman.

--- (1994). Teaching by Principles: an Interactive Approach to Language

Pedagogy. USA: Prentice Hall Regents.

--- (1994). Principles of Language Learning and Teaching. USA: New Jersey. Prentice Hall Regents.

Carr, B.J. (1979). Communicating with Myself–A Journal. California: The Benjamin/Cummings Publishing.

Craswell, G. (2005). Writing for Academic Success: A Postgraduate Guide. London: Sage Publications.

(46)

175

Crosby, H.H., Duncan, A. and Carter, (1986), The Committed Writer: Mastering

Nonfiction Genres. USA: McGraw-Hill, Inc.

Brereton, C. J. (1982). A Plan for writing. USA: College Publishing.

Derewianka, B. (2004). Exploring How Text Work. Australia: Primary English Teaching Association.

D’Angelo, J.F. (1980). Process and Thought in Composition. Cambridge: Massachusetts. Winthrop Publisher.

Dickson, K.J. (August,2001). Freewriting, Prompts and Feedback. Available at: http://iteslj.org/Techniques/Dickson-Freewriting.html.

Depdiknas, (2004). Materi Pelatihan Terintegrasi. Bahasa Inggris. Dirjen Pendidikan Dasar dan Menegah. Direktur Pendidikan Lanjutan Pertama. Jakarta. Proyek Pengembangan Sistem dan Pengendalian Program SLTP. Depdiknas, (2006). Peraturan Menteri Pendidikan Nasional Republik Indonesia

Nomor 23 Tahun 2006 tentang Standar Kompetensi Lulusan untuk Satuan Pendidikan Dasar dan Menengah.Jakarta.

Eggins, S. (2000). An Introduction to Systemic Functional Linguistics. London. Continuum.

Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung. Indonesia. Alfabeta. Emilia, E. (2008). Pendekatan Genre-Based dalam Kurikulum Bahasa Inggris

Tahun 2006; Penelitian Tindakan Kelas di Salah Satu SMP Negeri di Bandung. Laporan Penelitian. Bandung. FPBS UPI.

Feez, S. (2002). Heritage and Innovation in Second Language Education. Edited by Johns, M. A. New Jersey. Lawrence Erlbaum Associates, Publisher. Gerrot. L. and Wignel. P. (1995). Making Sense of Functional Grammar.

Australia. Gerd Stabler. Antipodean Educational Enterprises.

Genesee, F. and Upshur, A.J. (1998). Classroom-Based Evaluation in Second

Language Education. USA. Cambridge University Press.

Gould, E. et al. (1989). the Act of Writing. USA: Random House. Inc.

Grabe, W. (2002). Narrative and Expository; Macro-Genres in Genre in the

Classroom; Multiple Perspectives. Edited by Johns, M. A. New Jersey.

(47)

176

Gebhard, G.J. and Nagamine, T. (2005). A Mutual Learning Experience:

Collaborative Journaling between A Nonnative-Speaker Intern and Native-Speaker Cooperating-Teacher. Available at:

http://www.asian-efl-journal.com/June_05_jg&tn.php.

Halliday, M. A. K. (1985). An Introduction to Functional Grammar. Great Britain. Edward Arnold.

Hadley, O.A. (2001). Teaching Language in Context. USA: Heinle and Heinle Publisher.

Harmer, J. (2001). The Practice of English Language Teaching. England: Pearson Education Limited.

--- (2004). How to teach writing. England: Longman.

Hoepfl, M.C. (1997). Choosing Qualitative Research: A Primer for Technology

EducationResearchers.

http://scholar.lib.vt.edu/ejournals/JTE/v9n1/hoepfl.97.html#patton.

Hatch, E.L.A. (1991). The Research Manual: Design and Statistic for Applied

Linguistic. University of California Los Angeles: Heinle & Heinle

Publisher.

Hatch, E. and Farhady, H. (1982). Research Design and Statistics for Applied

Linguistics. Los Angeles: New Bury House Publisher.

Herdiah, (2005). The Process of Writing; How Students Write an Academic

Writing Tasks. Thesis. Unpublished Writing. Bandung. Indonesia. Post

Graduate Program. Indonesia University of Education.

Johns, M. A. (2002). Introduction: Genre in the Classroom. Edited by Johns, M. A. New Jersey. Lawrence Erlbaum Associates, Publisher.

Jeffrey, D. (2004). A Teacher Diary Experience. http://www.asian-efl-journal.com/june_04_dj.php.

Johnson, A. (2004). Creating a Writing Course Utilizing Class and Student Blogs. http://iteslj.org/Techniques/Johnson-Blogs/August.

Kaufman, W. and Powers, W. (1970). The Writer’s Mind. USA: Prentice-Hall. Lane, J. and Lange, E. (1993). Writing Clearly: An Editing Guide. USA: Heinle &

(48)

177

Lerner, M. (2001). Writing Smart: Your Guide to Great Writing. New York: Random House.

Lier, V.L. (1988). The Classroom and the Language Learner: Applied Linguistics

and Language Study. United Kingdom. Longman.

Lingley, D. (2005). Spoken Features of Dialogue Journal Writing. http://www.asian-efl-journal.com/June_05_jg&tn.php.

Martin, J. R. (1992). English Text: System and Structure.

Philadelpiha/Amsterdam. John Benjamins Publishing Company.

Macken-Horarik, M. (2002). Something to Shoot For: A Systemic Functional

Approach to Teaching Genre in Secondary School Science. Edited by

Johns, M. A. Australia. Lawrence Erlbaum Associates, Publisher.

Maxwell, J.A. (1996). Qualitative Data Analysis: A Source Book of New

Methods. London: Beverly Hills.

McCrimmon, J.M. (1984). Writing with a Purpose. Boston: Houghton Mifflin Company.

Miles and Huberman, (1984) Qualitative Research Design: An Interactive

Approach. London: Sage Publications, Inc.

Milnes. S. (2005). Research Essay Writing (Handout). Australia: ANU. The Academic Skill and Learning Centre.

Mukarto et al, (2007). EoS; English on Sky 2 for Junior High School Students

Year VIII. Standar Isi. KTSP 2006. Erlangga.

Novakovich, J. (1995). Fiction Writer’s Workshop. Story Press. Cincinnati. Ohio. In Rosa, H.T. and Hariwijaya, H.L. (2003) Ed. Translated by Yamani, F. (2003). Berguru Kepada Sastrawan Dunia: Buku Wajib Menulis Fiksi. Kaifa. Bandung.

Oshima, A. and Hogue, A. (1983). Writing Academic English: A Writing and

Sentence Structure Workbook for International Students. USA:

Addison-Wesley Publishing Company.

--- (1999) Writing Academic English, London: Longman.

Merriam, S.B. (1998). Case Study Research in Education: A Qualitative

(49)

178

Paltridge, B. (2000). Making Sense of Discourse Analysis. Australia. Merino Lithograpics, Brisbane.

Policy for English Language Arts. (2006). Writing: Instructional Philosophy and

Teaching Suggestions. Available at:

Http://Www.Sasked.Gov.Sk.Ca/Docs/Mla/Write.Html.

Ruggiero,V. R. (1985). Composition: The Creative Response. California. The United State of America. Wadsworth, Inc.

Rea, S. (2001). Portfolios and Process Writing: A Practical Approach. Available

at: http://iteslj.org/Techniques/Rea-Portfolios.html.

The Internet TESL Journal. Vol. VII No. 6. Stanley C.L., Shimkin, D. and Lanner. H.A. (1988). Ways to writing. USA:

McMillan Publisher.

Saehu, A. (2008). An Analysis of English Skripsi Writing. Thesis. Unpublished Writing. Bandung. Indonesia. Post Graduate Program. Indonesia University of Education.

Taylor, G. (1990). Student’s Writing Guide, For the Arts and Social Science. New York: Monash University Cambridge.

Taylor, J. S. and Bogdan, R. (1984). Introduction to Qualitative Research

Methods; the Search for Meanings. Canada. John Wiley & Sons, Inc.

Trejos, A.M.C. (2008). Using Journals for Learners' Reflection and Self-Assessment. Available at:

http://iteslj.org/Techniques/Arciniegas-earnersJournals.html. The Internet TESL Journal, Vol. XIV, No. 10.

White, N. (2001). Kaplan Writing Power. USA: Simon & Schuster. White, R. and Arndt, V. (1988). Process Writing. London: Longman.

Wiseman, at al. (1993). Research methodology 1: Issues and Methods in

(50)

179

Winterowd, W.R. (1981). The Contemporary writer. USA: Harcourt Brace Jovanovich, Inc.

Walshe, D.R. (1981). Every Child Can Write. Australia: Primary English Teaching Association. Bridge Printery Pty. Ltd.

Yin, R. K. (1984). Case Study Research; Design and Methods. London. Sage Publications, Inc.

Zurdianto, (2007). The Technique of Teaching Narrative Writing: A Case Study at

SMPN 4 Pekanbaru Riau Province. A Thesis. Unpublished Writing.

Gambar

Table 3.1 The Research Schedule
Table 3.2 Data Analysis Categories of Teaching Narrative Texts through Journal
Table 3.3 The Exemplification of Topical Theme
Figure 3.1 The Research Design

Referensi

Dokumen terkait

Diharapkan agar saudara dapat membawa serta seluruh dokumen yang menunjukan keaslian dari dokumen (sah/otentik) yang datanya dimasukan dalam dokumen penawaran sesuai

Form Menu Utama adalah Form utama dimana terdapat beberapa tombol yang berfungsi untuk mengakses menu lainya dan juga keluar untuk kembali ke Form Login..

Gaya kepemimpinan demokratis merupakan pengaruh yang sangat dominan mempengaruhi kinerja karyawan, sedangkan disiplin kerja memiliki pengaruh yang kurang baik bagi

Skripsi ini berjudul “Peningkatan Sikap Peduli Sosial Siswa Terhadap Korban Bencana Melalui Penggunaan Media Video Dalam Pembelajaran IPS (PTK di kelas VII- E SMPN

Perkolasi adalah ekstraksi dengan pelarut yang selalu baru sampai sempurna (exhaustive extraction) yang umumnya dilakukan pada temperatur ruang.. Proses terdiri

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Olahraga dan Kesehatan. © Aditta Oksa Yustisiawan 2014

Analisa kadar antioksidan pada masker wajah berbahan dasar lapisan putih kulit semangka (Citrullus vulgaris, Scrad).. Prosiding seminar nasional penelitian, pendidikan dan penerapan

Implikasi konsep pendidikan berbasis akal dan qalb al- gazālī terhadap model pembelajaran pai di sekolah.. Universitas pendidikan indonesia | repository.upi.edu