Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text :A case study of eleventh graders in a senior high school in Bandung.

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[Type text]

Nurul Isra Fauziah, 2014

Identifying Students’ Ability and Difficulties in Writing Hortatory Exposition Text

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

Identifying

Students’ Ability and Difficulties in Writing

Hortatory Exposition Text

(A case study of eleventh graders in a senior high school in Bandung)

A Research Paper

Submitted as a Partial Fulfilment of the Requirements of Sarjana Pendidikan Degree in English Education Study Program

By

Nurul Isra Fauziah (1006242)

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF LANGUAGE AND ARTS EDUCATION

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[Type text]

Identifying Students’

Ability and Difficulties in Writing

Hortatory Exposition Text

(A case study of eleventh graders in a senior high school in Bandung)

Oleh Nurul Isra Fauziah

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Seni

Oktober 2014

Hak Cipta dilindungi undang-undang.

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[Type text]

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IDENTIFYING STUDENTS’ ABILITY AND DIFFICULTIES IN WRITING HORTATORY EXPOSITION TEXT

(A Case Study of Eleventh Graders in a Senior High School in Bandung)

ABSTRACT

The background of this study is the need for teachers to know students’ real competence and difficulties in writing. Therefore, this study aims to find out

students’ ability and difficulties in writing Hortatory Exposition text. This study used a qualitative case study design. The main data were six texts written by the

students which represent high, middle and low achievers’ texts. The texts were

analyzed by using Rose’s writing rubric (2007) and SFL frameworks proposed by Gerot & Wignell (1994), Eggins (2004), Halliday & Matthiessen (2004), Martin & Rose (2008) and Emilia (2014). The findings show that in terms of schematic structure, the low and middle achievers encounter problems in elaborating the arguments and writing the Recommendation. However, the students have the ability to write Hortatory Exposition text by using appropriate linguistic features with the exception of the grammatical structure in passive voice and complex clauses. Instead of that, textually, the students are capable to use various types of theme and thematic progression to make the text coherence aside from less

progress of topic in low achievers’ texts. Therefore, considering the findings, it is suggested that the teachers should give more guidance and practice for the students, particularly low and middle achievers in developing the topic and the schematic structure of the text.

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MENGIDENTIFIKASI KEMAMPUAN DAN KESULITAN SISWA DALAM MENULIS TEKS HORTATORY EXPOSITION

(Studi Kasus pada Siswa kelas XI di salah satu SMA N di Kota Bandung)

ABSTRAK

Latar belakang penelitian ini adalah kebutuhan guru untuk mengetahui kemampuan dan kesulitan yang dialami siswa dalam menulis. Penelitian ini bertujuan untuk menganalisis kemampuan dan kesulitan siswa dalam menulis teks Hortatory Exposition. Metode penelitian yang digunakan adalah studi kasus kualitatif. Data utama dalam penelitian ini adalah enam teks yang ditulis oleh siswa-siswa yang mewakili tiga level kemampuan: tinggi, menengah dan rendah. Teks-teks tersebut dianalisis dengan menggunakan rubrik penilaian tulisan Rose (2007) dan teori SFL Gerot & Wignell (1994), Eggins (2004), Halliday & Matthiessen (2004), Martin & Rose (2008) dan Emilia (2014). Hasil penelitian menunjukkan bahwa dalam hal schematic structure, siswa dengan level kemampuan rendah dan menengah kesulitan dalam mengembangkan argumentasi (arguments) dan menulis rekomendasi (Recommendation). Meskipun begitu, para siswa menunjukkan kemampuan untuk menulis teks Hortatory Exposition menggunakan ciri kebahasaan yang tepat, kecuali ketika mereka menggunakan kalimat pasif dan kalimat kompleks. Selain itu, para siswa juga mampu menggunakan berbagai jenis theme dan thematic progression untuk menulis teks yang utuh dan berkesinambungan walaupun siswa-siswa dengan kemampuan rendah masih belum bisa mengembangkan topik tulisan mereka. Berdasarkan hasil penelitian, sangat disarankan bagi para guru untuk memberikan lebih banyak pengarahan dan latihan bagi para siswa terutama siswa dengan kemampuan menegah dan rendah dalam mengembangkan topik dan menulis sesuai struktur teks Hortatory Exposition.

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

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

INTRODUCTION

This chapter describes an introduction to the study. It consists of seven

sections: background of the study, research questions, aims of the study, the scope

of the study, significance of the study, research methodology, clarification of

terms, and organization of the paper.

1.1 Background of the Study

English is one of subject that must be taught in Senior High School. It is

the subject that required fluency in four skills: listening, speaking, reading, and

writing. Based on the observation and discussion conducted during PPL program

in a senior high school in Bandung, writing is considered as the most challenging

skill. The students considered that writing is difficult because they need to take

several things into account such as the topic, the vocabularies, the grammatical

structure, and the sequence in developing ideas.

From the students’ statement above, it is necessary for the teacher to give more guidance in writing. However, more analysis is necessary to be conducted to know students’ real competence and difficulties in writing. In Indonesia, writing is taught by focusing on a specific genre. Therefore, genre analysis will be

employed in the study. As stated by Imtihani (2010), the genre analysis will

constantly involved the linguistic social context in the forms of field, tenor, mode,

schematic structure and its realization in the text. One of the frameworks that can

cover the analysis is SFL framework. So, in this study, SFL framework will be

used to reveal students’ ability and difficulties in writing.

One of the genres that should be taught in senior high school is Hortatory

Exposition text. Even though the students are expected to have sufficient ability in

writing this genre, the students are unfamiliar with this text. It is relatively new for

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Text that has been taught in junior high school. Instead of that, this text is more

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density of technical vocabulary, heavy load of unfamiliar, complex and difficult

ideas and concepts in logical connections (Britton & Black, 1985; Mc Neil, 1984;

Muth, 1987 as cited in Setiadi & Piyakun, 2012). Therefore, the researcher

interested to conduct a study which analyzes students’ ability and difficulties in

writing Hortatory Exposition text. As stated by Lee & Tajino (2008), understanding students’ difficulties is claimed as a necessary condition to be an ideal L2 teacher. By knowing students’ ability and difficulties, it is expected that appropriate guidance and feedback can be given to the students for improving

their writing, particularly in writing Hortatory Exposition text. It is crucial for the

students to be able to write this genre because it is a part of argumentative text

which usually appears in scientific books, journals, articles, and academic report which may influence students’ achievement in their academic aspect.

Because of those reasons, it is necessary to identify students’ ability and difficulties in writing Hortatory Exposition. However, the study related to students’ ability and difficulties in specific type of text is still limited in Indonesian context. Therefore, this research is intended to find out students’ ability and difficulties in writing, especially in Hortatory Exposition text.

Students’ writing can be the source to figure out students’ ability and difficulties in writing Hortatory Exposition because writing is the common

medium to test the knowledge including the knowledge of language itself (Saville

and Troike, 2006). So, the text written by the students can be used as the data in

this study.

1.2 Research Questions

In this study, the research questions are formulated into two as below.

a. What is the eleventh graders’ level of ability in writing Hortatory

Exposition text?

b. What are the difficulties encountered by eleventh graders in writing

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1.3 Aims of the Study

Based on the research questions, the aims of the study are as below.

a. To identify the eleventh graders’ level of ability in writing Hortatory

Exposition text.

b. To find out the eleventh graders’ difficulties in writing Hortatory

Exposition text.

1.4 The Scope of the Study

This study concerns with the students’ ability and difficulties in writing Hortatory Exposition text. In this study, the text written by the students is used to

figure out the meaning choices that made by the students and the function they

may serve (Iddings & Oliveira, 2011). The language as a resource for meaning is

the principle of SFL. Therefore, the SFL framework will be used as the basis of

this study. The analysis involves the process of examining the structures, the

linguistic features, transitivity and theme system of the text written by the

students.

1.5 Significance of the Study

This study is expected to give contribution in academic field, both for

theoretical and practical viewpoint. Theoretically, the outcomes of the research are expected to enrich the literature reference about the analysis of students’ Hortatory Exposition text specifically in EFL context. Practically, the result of the

research can be beneficial for both the students and the teachers. Students can be

more aware of their ability and be careful not to make the same mistake. Teachers

can develop appropriate learning strategies, adjusted to students’ ability and

capable to overcome the students’ difficulties in writing Hortatory Exposition

text.

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1.6 Clarification of Terms

This section presents the technical terms related to this research to avoid

the ambiguity, misunderstanding, and misinterpretation toward the concept

presented. Those are:

1.6.1 Students’ ability

In this study, students’ ability refers to the writing ability to organize and translate the idea of the writer to be a readable text (Richards and Renandya, 2002

as cited in Fatemi, 2008). To achieve this, the writer should be able to write a text

with relevant content, systematic organization and the appropriate use of language

(Djiwandono, 2008, p. 121). This ability of the students was examined by

analyzing the texts written by the students.

1.6.2. Students’ difficulties

Writing involves a complex rhetorical and linguistic capability which

requires the attention and concentration of the writer (Farooq et al, 2012). In this study, the students’ difficulties refer to the problem faced by the students in writing Hortatory Exposition with the appropriate structure and linguistic features.

The difficulties found by the students in elaborating the idea to create a coherence

text are also analyzed in this study.

1.6.3. Hortatory exposition text

In this study, Hortatory Exposition text refers to the Hortatory Exposition

text written by the eleventh graders of a senior high school in Bandung. The texts

are used as the data in this study to analyze students’ ability and difficulties in

writing Hortatory Exposition text in terms of schematic structure, linguistic

features, transitivity, and theme system.

1.7. Organization of paper.

This paper is organized by using a standardized pattern as follows:

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This section provides an introduction which discusses background of the

study, research questions, aims of the study, the scope of the study, significance of

the study, clarification of terms and organization of paper.

Chapter II: Theoretical Foundation

This chapter provides theoretical frameworks, which is served as a basis

for investigating the research problem. It includes the theory of writing, Hortatory

Exposition text, SFL, transitivity, theme system, students’ difficulties, students’

ability and previous research related to the study.

Chapter III: Research Methodology

This chapter describes the procedures and stages in conducting the

research. It consists of formulation of problems, research design, research site,

participants, data collection, data analysis, reliability and validity of the research.

Chapter IV: Findings and Discussion

This chapter describes the data of the research. It includes collecting,

analyzing, interpreting and discussing the data to get the result or finding.

Chapter V: Conclusion and Suggestion

This chapter presents the conclusion of the research based on the analysis

that has been done in chapter four. It includes the result, process and data

interpretation. It also includes the suggestion for teachers and further researchers.

1.8 Concluding remarks

This chapter has introduced the study in general. The upbringing topic and

the problem that become the research background have been described. The

purpose and significance of the study in the academic field have been proposed

along with the research question, scope of study and some clarification of related

terms. The next chapter will mainly discuss the literature frameworks that

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

RESEARCH METHODOLOGY

This chapter explains the methodology used in this study. It covers

formulation of problems, research design, research site, participants, data

collection, data analysis, the reliability and validity of the research. The research

design discusses the method that will be employed in this study, the principles and

characteristics. The site and participants describe the place where the study

conducted and participant involved in this study. The data collection presents the

instrument and the procedures of data collection. The data analysis elaborates the

procedure in analyzing the data. The validity and reliability discuss the methods

used to make the research valid and reliable.

3.1 Formulation of Problems

As stated in the first chapter, this study addresses the following questions

as below.

a. What is the eleventh graders’ level of ability in writing Hortatory

Exposition text?

b. What are the difficulties encountered by eleventh graders in writing

Hortatory Exposition text?

3.2 Research Design

This research is a case study because the research collected in-depth data

about a specific individual, contexts or situations in order to shed light on

particular question or phenomenon (Murray, 2012). In this research, the writing

product of an eleventh graders’ class were analyzed by using SFL framework.

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and the difficulties they have in writing hortatory exposition text. Therefore, this

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In general, this research belongs to qualitative study for the reason that the

data were collected and interpreted in the form of descriptive data (Fraenkel et al,

2012). Instead of that, the data were collected through documents which indicated

that the study used qualitative approach. It is in line with Murray (2012) who

stated that a research is considered using the qualitative approach when the data

were collected through one or more of the following: documents, questionnaire,

interview or focus group transcripts, observations of a person or situation and the

field notes they may generate, and audio and video recordings.

However, quantitative approach was applied to determine students’ level

of ability. In order to take precise samples of each level of ability, statistical

calculation was operated in this study. Then, the result of the calculation was

supported qualitatively by describing each criteria of the rubric used to examine

students’ texts.

3.3 Research Site

The research was conducted in one of senior high school in Bandung.

There are several reasons why this school was chosen as the research site.

Firstly, it is related to the accessibility of the researcher. This school was

the place where the researcher did teaching practicum (PPL) in 2013/2014

academic year. Since the researcher did the teaching practicum in this school, it

was possible for the researcher to manage the administrative matters related to the

research.

Secondly, it is related to the background of the school. This school is

known to be a school with good academic reputation in Bandung. This research

related with students’ ability and difficulties in writing Hortatory Exposition, and

thus the researcher has desire to investigate students’ text in this high achievable school.

Based on the agreement between the teachers and the researcher, the name

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.4 Participants

The participants of the research were eleventh graders of a senior high

school in Bandung. This class consists of thirty six students, sixteen and twenty

females. From thirty six students, six students were chosen as the main

participants of this study. Since this study is a qualitative study, the participants

chosen are purposive participants to meet several criteria (Russell & Gregory,

2003). The six students were selected based on their performance in writing

Hortatory Exposition text. Their writings were assessed by using the rubric

suggested by Rose (2007). Then, the texts of these students were used as the main

data in this research.

3.5 Data Collection 3.5.1 Instrumentation

The purpose of the study is to figure out students’ ability and difficulties in

writing Hortatory Exposition text. Therefore, the data collection involved

document analysis as the instrument in this study. The document analysis was

used for several reasons: (Guba & Lincoln, 1981 as cited in Alwasilah, 2002;

Appletown & Cowley, 1997 as cited in Ahmed, 2010):

1. it is a sustainable source of information;

2. it is the evidence that can be used to defend the researcher against

chargers or error of interpretation;

3. it is the natural source of data;

4. it is an inexpensive and economical form of data;

5. it saves time;

6. It is “non-reactivity”, the records are unbiased by data collection

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The documents used in this study are the text written by the students. The

students were asked to write Hortatory Exposition text as a part of their academic

task in learning Hortatory Exposition. From thirty six texts, six texts from six

students which represented high, middle and low achievers’ texts were chosen.

These writing products are used as the data to analyze the students’ ability and

difficulties in writing Hortatory Exposition text.

3.5.2 Procedures of data collection

Several steps were taken in data collection. Firstly, the students were asked

to write a Hortatory Exposition text as their academic task in the form of test.

Direct testing was carried out because it gives straightforward assessment and

interpretation of students’ performance (Hudges, 2003). Secondly, students’ texts

were categorized by using the rubric proposed by Rose (2007) into low, middle

and high achievers. This categorization was done to determine the sample in this

study. Thirdly, six texts which represent low, middle and high achievers were

analyzed by using SFL frameworks. Lastly, the findings were described and

interpreted.

3.6 Data Analysis

The data analysis aimed to figure out the students’ ability and difficulties in writing Hortatory Exposition particularly in the schematic structure, language

features and the thematic progression of text. In line with the data collection, the

data analysis discusses the analysis of students’ Hortatory Exposition text. There were some steps employed in analyzing students’ text. Those are categorizing the

text by using the writing rubric, analyzing the schematic structure, assessing the

linguistic features and analyzing the theme system. The steps in analyzing the data

are described in detail as below.

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The first step was categorizing the text written by the students into low,

middle and high achiever by using the rubric proposed by Rose in 2007 (Emilia,

2011, p.151). Then, six texts which represent low, middle and high achievers were

chosen as the main data for this study. The rubric is described by the table below:

Table 3.1 Writing Rubric proposed by Rose

(Adapted from Emilia, 2011, p.151)

Categories Sub-categories

Description Score

(0-3)

Genre Purpose the genre written is in accordance with the

writer’s purpose for example the Hortatory Exposition is written to persuade the

readers

Staging The text consists of appropriate stages

(thesis-arguments-recommendation)

Register Field The topic is explained clearly

Tenor The text shows a clear relationship

between the writer and the reader(s)

Mode The text shows the characteristics of

written language

Discourse Phases Phases in the text are related to form a

unity of meaning

Lexis The diction indicates a link between words

or groups of words

Conjunction Logical relationship between each phase in

the text and in between clauses or

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Reference The identity of the participants is

introduced and it can be tracked clearly

through the text

Appraisal There are expressions of attitudes,

including the feeling towards a situation,

the evaluation towards a person and the

appreciation of a thing.

Grammar The text is written using appropriate grammar.

Graphic

features

Spelling The text is written using appropriate

spelling.

Punctuation The text is written using appropriate

punctuation.

Presentation The text presented is interesting. There are

illustration and neatness.

3.6.2 Analyzing the Schematic Structure of the Texts

The second step was analyzing the schematic structure of students’ Hortatory

Exposition texts. It was conducted to figure out whether the students have the

ability to write a successful Hortatory Exposition text because each text has “a

particular structure or overall organization” (Emilia, 2014, p. 86) that differentiate

it from other texts. The six samples of Hortatory Exposition texts written by the

students were broken down into clauses, corrected and segmented into the

elements of Hortatory Exposition text: Thesis, Arguments and Recommendation,

as proposed by Gerot & Wignell (1994), Emilia (2011), Veel (1997), Feez &

Joyce (1998), Macken-Horarik (2002) as cited in Emilia (2014). The example of

the analysis of the schematic structure of the Hortatory Exposition text written by

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu Smoking Should be Banned Thesis

1. Smoking is becoming a hobby for people around the world especially

Indonesians.

2. We can find people [[who do that kind of thing]] easily from place to

place.

3. If this kind of behaviour keeps continuing,

4. it surely leads to problems and problems.

Arguments:

5. First, as we all know, cigarettes are composed from dangerous medical

substances, such as: nycotine(nicotine), ammonia, carbon monoxyde

(monoxide) and others.

6. One of the deadliest substance(s) called TAR [[which cause(s) lung

cancer]].

Recommendation

7. I definitely oppose smoking,

8. that is [[why we should banned it]].

9. For smokers and chain-smokers I suggest you [[to stop this nasty

behaviour thing]] for the better of the world, the ones you love and

yourself.

3.6.3 Analyzing the Linguistic Features of the Texts

The third step was assessing the linguistic features of students’ Hortatory

Exposition text as proposed by Gerot & Wignell (1994), Martin & Rose (2008),

Lirora& Cuevas (2009), Setiadi & Piyakun (2012). Transitivity analysis was

applied to analyze the types of processes in the text written by the students.

Therefore, the theory of SFL and transitivity system proposed by Gerot & Wignell

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(2010), and O’Donnel (2011) were used in this study. The following is the

example of transitivity analysis:

Thesis

1. The following arguments Are the reasons

Token Pr: relational Value

2. why We should banned(ban) smoking:

Actor Pr: material goal

Arguments:

3. My third argument is going to be focused on the social impact.

Token Pr: relational Value

4. Research Proofed (proved)

Sayer Pr: verbal

5. that passive

smokers

will gain more negative effect compared to the active smokers.

Actor Pr: material goal

Recommendation

6. You can start by replacing

the cigarettes into something sweet, for instance: sweets, cookie, etc.

Actor Pr: material Goal

3.6.4 Analyzing Theme System of the Texts

The fourth step was analyzing the theme system of the text as proposed by

Gerot & Wignell (1994), Eggins (2004), Halliday (2004), Caffin et al (2009), and

Emilia (2010, 2011, 2014). The following is the example of theme system

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theme, the word underlined is the textual theme and the arrow ( ) is used

to show the thematic progression:

1. Earth is the only place [[where human being can live]].

2. Earth is full of sources

3. thatwe can use for our daily needs.

4. We musn’t(must not) cause more pollution or trouble for global warming

5. Which becoming (becomes) one of the world’s largest problem now

3.7 Reliability and Validity

The term validity and reliability are used to examine the quality of the

research. Reliability is defined as the tendency of the research to have a consistent

result over time and an accurate representation of the total population under

sample (Joppe, 2000 as cited in Golafshani, 2003). So, reliability refers to

consistency of the research result whereby if another research is conducted using

the same research methodology, the result will be the same. Validity refers to the

authenticity of the data (Setiadi, 2006) so the data collected must be real or true.

To make the result of this study valid and reliable, triangulation and

hortatory exposition text and SFL framework to identify difficulties encountered

by the students in writing the text. Instead of triangulation, interraters also gave

contribution for the validity and reliability in categorizing students’ texts. There

were three raters involved in this study: the researcher, a professional teacher who

has been teaching in the school where the data collected and a colleague of the

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By using triangulation and involving interraters, it is expected that the

validity and reliability of the research can be achieved.

3.8 Concluding Remarks

This chapter has elaborated the methodology of the study which includes

research questions, research design, research site, participants, data collection,

data analysis, validity and reliability. This study attempts to find out the students’

ability and difficulties in writing Hortatory Exposition text in terms of text

structure, linguistic features, transitivity and theme system of the text. The

research used case-study. The Hortatory Exposition texts used as the data in this

study were the text written by the eleventh graders of a public senior high school

in Bandung. The texts were analyzed by using SFL framework. The further result

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

CONCLUSION AND RECOMMENDATIONS

This chapter presents the conclusion and recommendations of this study.

The conclusion is based on the data presentation and the discussion of the findings

from the previous chapter. The recommendations offer some suggestions for the

teachers and further researchers who have desire to conduct further study

concerning the topic.

5.1 Conclusion

This study is focused on analyzing students’ ability in writing Hortatory Exposition text and finding out the students’ difficulties in writing this genre. The

purpose of this study is to figure out students’ ability and difficulties in writing

Hortatory Exposition text in terms of its schematic structure, linguistic features,

transitivity and theme system. It was conducted in a public senior high school in

Bandung, West Java. A qualitative case study was employed to answer the

research questions.

This study found out that in terms of level of ability, the students’ scores

range from 1.6 to 2.7 out of 3 with 2.1 as the average score. The scores indicated

that the students’ levels of ability are concentrated in middle level, range from 1.8 to 2.4. In term of the schematic structure of Hortatory Exposition Text, the low

and middle achievers encountered problems related to the Thesis statement, well

elaborated arguments and the Recommendation. In Thesis part, a low achiever’s

text, text 20 did not state the Thesis statement. In arguments part, low achievers

stated irrelevant arguments without giving elaboration. Moreover, the middle

achievers were competent to elaborate the arguments but those arguments were

not written in different paragraph. Instead of giving recommended action, the

Recommendation part of low and middle achievers consists of the summary of the

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understood the schematic structure of a Hortatory Exposition Text which consists

of thesis, arguments, and recommendation as proposed by Gerot & Wignell

(1994) and Emilia (2011, 2014). The high achievers also had the ability to write a

mature Hortatory Exposition Text which elaborated and developed each argument

to form paragraph as suggested by Martin (1985).

However, all high, middle and low achievers are proficient to apply the

linguistic features of Hortatory Exposition Text as proposed by Beach &

Appleman (1984 as cited in Setiadi, 2006), Gerot & Wignell (1994), Almasi

(2003 as cited in Setiadi, 2006), Martin & Rose (2008), Lirora & Cuevas (2009)

and Emilia (2011). The texts were typically written by using simple present tense.

The texts used mental verbs, connectives, modal, technical terms, various text

structure and evaluative language. One of the characteristics applied in small

number and leads to mistake in grammatical structure is the usage of passive

voice. Instead of that, several problems in writing, proposed by Silva (1993 as

cited in Brown, 2001), Saddler (2006) and Farooq, et al. (2012) were found in

students’ texts. It verified that the students encountered difficulties in spelling specifically when dealing with technical terms, diction, and grammatical structure

particularly when writing complex sentences.

Experientially, the students were skilled to express material, mental and

relational processes in the text as proposed by Gerot & Wignell (1994).

Furthermore, various types of processes were found in middle and high achievers’

texts. The high achievers also accomplished the characteristic of Hortatory

Exposition text as suggested by Gerot & Wignell (1994), to use relational

processes as the dominant process in the text.

The textual metafunction analysis proved that all texts presented various

types of Theme, including topical unmarked Theme, topical marked Theme,

textual Theme, interpersonal Theme, and multiple Themes to make a coherent

text. In addition, the students employed various thematic progressions in the text.

However, the low achievers tended to overuse theme reiteration pattern or the

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Meanwhile, the middle and high achievers showed the ability to use multiple

Themes pattern.

Overall, the findings indicated that the students still need improvements in

terms of schematic structures specifically in elaborating arguments to make the

idea proposed by the writer more convincing and logically acceptable. The

students also need more practice particularly when dealing with complex clauses

and passive voice.

5.2 Recommendations

Based on the findings, discussions, and conclusions of research result,

there are some recommendations for teachers and further researchers regarding

SFL analysis of students’ text.

Firstly, for teachers, it is suggested to use SFL analysis to analyze

students’ texts because it provides the teacher with detail information. It also may

reveal the quality of students’ language ability. Furthermore, the teacher will be able to give appropriate feedback and guidance for the students.

Secondly, for further researchers, the SFL framework can be used to

analyze different genre. Moreover, other system of SFL such as the Mood System

can be used to figure out the interaction of the writer and the readers or the

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APPENDICES

APPENDIX A

STUDENTS’ WRITING SCORES

ACCUMULATION SCORES R 1’S SCORE

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R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3 R.1 R.2 R.3

Text 11 Text 12 Text 13

2.0 2.3 1.8

Text 15 Text 16 Text 17

2.2 1.7 2.1 2.5 2.7

Text 18 Text 19 Text 20 Text 21 Text 22 Text 23

2.2 2.1 1.6 1.9 1.7

Text 14

Students’ Writing Scores based on Writing Rubric proposed by Rose (2007)

Students‟ texts were rated by three raters: the researcher (R1); an English teacher (R2) and a colleague of the researcher who

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

STUDENTS’ TEXTS

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TEXT 17

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

LINGUISTIC FEATURES ANALYSIS, TRANSITIVITY ANALYSIS AND THEME SYSTEM ANALYSIS

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A Low Achiever’s Hortatory Exposition Text: Text 20

Corruption should be banned in Indonesia Thesis

1. Do you know [[what the meaning of corruption is]]?

2. What is the relation between money an(and) corruption?

3. Well, corruption is common everywhere in the world, even in the United

States,

4. Do you know [[what the meaning of corruption is]]?

5. What is the relation between money an(and) corruption?

6. Well, corruption is common everywhere in the world, even in the United

States,

7. In our country corruption is common place (commonplace)

8. that often we (often) met,

9. many people [[that does (do) corruption]] (are) not complete(ly) handling

(handled),

10.that coming about (makes) corruption round into the habit.

Arguments

11.Corruption belong to egoist actin (action)

12.Why (is it so)?

13.Because corruption just accentuate (your)thyself

14.that(it) injures many people.

15.[[As we know]], corruption can make negative impact

16.that having (haves) an effects on many people.

17.What kind of impact?

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19.Corruptor (is) one of greedy and (poor) behaviour, poor,

20.(It was done by) lier (liar) and lazy people.

21.I think

22.the measures [[taken so far [[to overcome the problem]] by punishing the

corruptors]] is still not far enough.

23. We have to prevent the younger generations from getting a bad mentality

[[caused by corruption]].

Recommendation

24.I believe

25.we should start at the earliest stages in school

26.and I think

27.every one should be involved in the effort [[to eradicate corruption]],

28.we mus (must) not make any distinction.

29.As the rising generation, we shall avoid corruption character

30.because (it) can be injure thy (your)self and others. )

Linguistic Features Analysis of Text 20

a. focus on a certain topic : corruption in Indonesia

b. use present tense: ..corruption is common everywhere in the world….

c. use connectives : However, it is quite shocking when one reliable survey

claims Jakarta as the most corrupt place in Indonesia (comparative

connective).

d. use varying degree of modal: As the rising generation, we shall avoid

corruption character…, …we should start at the earliest stages in school...

e. use technical terms: corruption, democracy, States common welfare

f. use evaluative language : Corruption can make negative impact that

having an effect on many people.

g. use passive voice: I think every one should be involved in the effort to

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h. use mental processes : I believe we should start at the earliest stages in school…

i. use material processes: We have to prevent the younger generations from

getting a bad mentality caused by corruption.

j. use relational processes: it is quite shocking when one reliable survey

claims Jakarta as the most corrupt place in Indonesia.

Transitivity analysis of text 20

Thesis

world, even in the United States,

Carrier Pr: relational Attribute

4 It ‟s just a matter of intensity.

Carrier Pr: relational Attribute

5 However, it is quite shocking

carrier Pr: relational attribute

6 When one reliable survey

claims Jakarta as the most corrupt place in Indonesia.

Sayer Pr: verbal Verbiage

7 In our country corruption is common place

(commonplace)

Circ: Location Carrier Pr: relational attribute

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actor Circ: extend Pr: material

9 many people [[that does (do) corruption]] Pr: material

(are) not complete(ly) handling

(handled),

Carrier Pr: relational attribute

10 that coming about

(makes)

corruption round into the habit.

Agent Pr: relational Carrier attribute

Arguments

11 Corruption belong to egoist actin (action)

Carrier Pr: relational attribute

12 Why (is) (it) (so)?

Pr: relational Carrier attribute

13 Because corruption just

corruption can make negative impact

Actor Pr: material Goal

16 that having (haves) an effects on many people.

Possessor Pr: relational Possessed