GENRE-BASED APPROACH IN TEACHING WRITING NARRATIVE TEXT
( A Case Study Research at One Public Junior High School in Bandung)
A RESEARCH PAPER
Submitted to English Education Department of FPBS UPI as a Partial Fulfillment of The Requirements of Sarjana Pendidikan Degree
By
Gita Hilmi Prakoso
(0905967)
ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
Gita Hilmi Prakoso, 2013
Genre-Based Approach dalam Pengajaran Menulis Teks Naratif
Oleh
Gita Hilmi Prakoso
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Gita Hilmi Prakoso 2013 Universitas Pendidikan Indonesia
Oktober 2013
Hak Cipta dilindungi undang-undang.
GITA HILMI PRAKOSO
Genre-Based Approach in Teaching Writing Narrative Text
( A Case Study Research at One of Public Junior High School in Bandung)
Approved by:
First Supervisor
Prof. Hj.Emi Emilia, M.Ed., Ph.D.
NIP: 196609161990012001
Second Supervisor
Rojab Siti Rodliyah, S.Pd., M.Ed.
NIP: 197308062002122001
Head of English Education Departement
Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr.Didi Suherdi, M.Ed.
Gita Hilmi Prakoso, 2013
ABSTRACT
The Genre Based Approach (GBA) is one of the approaches that can be implemented in teaching writing. This study examines the implementation of the Genre Based Approach to Narrative text in one class of grade nine in one public junior high school in Bandung. The study aims to find out whether GBA can help students in developing their writing ability. The study uses a case study research design involving 30 students. Data were obtained from classroom observations for four weeks, in which the researcher acted as a teacher, collection of students’ texts over the teaching program, and interviews with three students representing low, middle, and high achiever as recommended by the classroom teacher. The data from observation were analyzed using thematic analysis relevant to the research questions and the theme of Genre-Based Approach. The students’ texts were analyzed by using Systemic Functional Grammar (SFG). There were six students’ texts chosen to be analyzed. Finally, the interview data were analyzed in steps including transcribing, categorizing, and interpreting the data relating them to the theory. The findings reveal that the implementation of GBA in teaching narrative writing made a good contribution to development of the students’ writing ability. The students’ narrative texts improved in terms of schematic structures and linguistic features with the teacher’s corrective feedback in all stages of teaching. Moreover, students give a positive response to the teaching program, since they found the benefits of the program to allow them to learn explicitly. It is recommended that teaching program be socialized and implemented in other contexts.
ABSTRAK
Genre Based Approach ( GBA ) adalah salah satu pendekatan yang dapat diterapkan dalam pengajaran menulis . Penelitian ini menguji implementasi GBA pada teks naratif kelas kelas sembilan di salah satu satu SMP negeri di Bandung . Penelitian ini bertujuan untuk mengetahui apakah GBA dapat membantu siswa dalam mengembangkan kemampuan menulis mereka. Penelitian ini menggunakan desain penelitian studi kasus yang melibatkan 30 siswa . Data diperoleh dari observasi kelas selama empat minggu , di mana peneliti bertindak sebagai guru , teks siswa selama program pengajaran , dan wawancara dengan tiga siswa yang mewakili siswa dengan prestasi rendah, menengah , dan tinggi seperti yang direkomendasikan oleh guru kelas. Data dari pengamatan dianalisis dengan menggunakan analisis tematik yang relevan dengan pertanyaan penelitian dan GBA. Teks siswa dianalisis dengan menggunakan Systemic Functional Grammar ( SFG ) . Ada teks enam siswa dipilih untuk dianalisis . Akhirnya , data wawancara dianalisis secara bertahap, menyalin , mengkategorikan, dan menafsirkan data mengaitkannya dengan teori . Temuan menunjukkan bahwa penggunaan GBA dalam pengajaran menulis narasi membuat kontribusi yang baik untuk pengembangan kemampuan menulis siswa . Teks narasi siswa ditingkatkan dalam hal struktur teks dan fitur linguistik dengan umpan balik korektif guru di dalam semua tahap pengajaran . Selain itu , siswa memberikan respon positif terhadap program pengajaran , karena mereka dapat merasakan manfaat dari program pengajran ini yang memungkinkan mereka untuk belajar secara eksplisit. Direkomendasikan bahwa program pengajaran ini dapat disosialisasikan dan diterapkan dalam konteks lain .
TABLE OF CONTENT
PAGE OF APPROVAL
DECLARATION………...………..i
PREFACE………ii
ACKNOWLEDGEMENT………..iii
ABSTRACT……….v
TABLE OF CONTENTS...vi
LIST OF TABLES...x
CHAPTER I INTRODUCTION 1.1 Background of the Study...1
1.2 Research Questions……...3
1.3 Aims of the Study...3
1.4 Scope of the Study...3
1.5 Significance of the Study...3
1.6 Clarification of Terms...4
1.7 Organization of Paper...4
CHAPTER II THEORETICAL FOUNDATION 2.1 Writing...6
2.1.1 The Nature of Writing……...6
2.2 Genre-Based Approach in Teaching Writing…...7
2.2.1 Definition of Genre………...7
2.2.2 Genre-Based Approach...8
2.2.3 Major Goals of the Genre-Based Approach……...8
2.2.4 Model of Genre-Based Approach………..9
2.2.4.1. Building Knowledge of The Field (BKoF)……….9
2.2.4.3 Joint Construction………..11
2.4.2 Language Features of Narrative ………...18
3.4 Data Analysis………...24
3.4.1 Observation………...24
3.4.2 Documentation of Students’ Text……….25
3.4.3 Interview………...25
3.5 Conclusion………...25
CHAPTER IV DATA ANALYSIS, FINDINGS. AND DISCUSSION 4.1 The Implementation of GBA in Classroom…...27
4.1.1 Building Knowledge of the Field……...27
4.1.2 Modeling………...29
4.1.3 Joint Construction……….31
4.1.4 Independent construction……….34
4.2 Discussion of the Text Analysis Taken from Teaching Program……...36
4.2.1 Analysis of High Achiever Student’s Text…………...36
4.2.1.1 Analysis of Schematic Structure and Social Function Text 4.1 and Text 4.2 ……….36 4.2.1.2 Analysis of Linguistic Features of Text 4.2………...42
4.2.2 Analysis of Middle Achiever Student’s Text…………...44
4.2.2.1 Analysis of Schematic Structure and Social Function Text 4.3 and Text 4.4………..44
4.2.2.2 Analysis of Linguistic Features of Text 4.4………...49
4.2.3 Analysis of Low Achiever Student’s Text…………...52
4.2.3.1 Analysis of Schematic Structure and Social Function Text 4.5 and Text 4.6………..52
4.2.3.2 Analysis of Linguistic Features of Text 4.6………...57
4.3 Discussion of Interview Data………...60
4.3.1 Students’ Response on the Teaching an Learning of Writing Through Genre-Based Approach………..61 4.3.2 Students’ Response Toward the Teaching Cycle and Learning Writing Through GBA………...63
4.3.2.2 Modeling………64
4.3.2.3 Joint Construction………..64
4.3.2.4 Independent Construction………..66
4.4 Conclusion………67
CHAPTER V CONCLUSIONS AND SUGGESTIONS 5.1 Conclusions ...68
5.2 Suggestions...69
BIBLIOGRAPHY………....….……....70
Appendices
Appendix 1 Lesson plan
Appendix 2 Text in BKoF and Modelling Stage
Appendix 3 Observation Note
Appendix 4 Examples of Students’ Texts
LIST OF TABLES
Table 4.1 Diagnostic text by high achiever students Text 4.1..……….37
Tabel 4.2 Final text produced by higher achiever student Text 4.2..……….39
Table. 4.3 Summary of linguistic features from the text produced by a high
achiever student………...42
Tabel 4.4 Diagnostic text produced by middle achiever student Text 4.3..………45
Tabel 4.5 Final text produced by middle achiever student Text 4.4..………46
Table. 4.6 Summary of linguistic features from the text produced by a middle
achiever student………....49
Table. 4.7 Diagnostic writing by low achiever students Text 4.5……….52
Tabel 4.8 Final text produced by lower achiever student Text 4.6..………...54
Table. 4.9 Summary of linguistic features from the text produced by a lower
1 the research, the significance of the research, research methodology, the clarification of terms, and the organization of the paper.
1.1Background
Writing is one of the language skills which is often considered as the most difficult skill to master. Writing is a personal act in which a writer draws on knowledge and complex mental processes in developing new insight (O’Malley, 1996, p 136, in Permana & Zuhri, 2013). The writer should be able to organize ideas, words and sentences clearly to make the writing easy to be understood by the readers. It needs deep comprehension to the material and some sources which are needed to support the topic.
There are some elements needed to be considered to make a good writing, comprehension of the material, diction, and grammar (Permana and Zuhri, 2013). The first thing that someone has to do before making a good writing is understanding the material which is going to be developed. By mastering the material, the writer will be able to organize the ideas well. Second, the choice of diction must also fit the topic. The appropriate diction is used to show the suitable meaning in the writing. Third, the appropriate grammar is used to indicate the time of the text.
In fact, most Indonesian students face some difficulties in writing including, developing ideas, unenthusiastic students’ attitude to the lesson, and difficulty in grammar (Permana & Zuhri, 2013; Ayuningtiyas & Wulyani, 2012). Richards and
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ideas into readable texts. Most of students in Indonesia have a limited vocabulary in English, so when they want to translate their ideas, they can not do it because they lack of vocabulary. Beside that, unfamiliar materials cause students unable to
develop their ideas into a good text. Students’ unenthusiastic attitude is caused by teachers’ way in delivering the lesson. The way of teachers’ teaching is boring, so students do not pay attention to the lesson. It can be said that grammar is the most difficulty that faced by the students. It is because in Indonesia, there is no grammar. However, in writing English texts, they have to consider the grammar to
make their writing understandable. Therefore, some of English texts require different tenses, so students have to know some tenses according to the text they are going to write.
The problems in writing can be solved by implementing some strategies in teaching writing. One of the approaches that teacher can use to help students write a good text is Genre-Based approach (GBA). This approach is the combination of three approaches: communicative approach, contextual teaching and learning (CTL), and grammar translation method. This makes the GBA as the most suitable approach to any kind of syllabus (Emilia, 2011 : 20).
The curriculum in Indonesia requires students to be able to write some kinds of texts like, narrative text, descriptive text, and recount text. Narrative text is one of the genres taught for the eighth and ninth grade students at Junior High School. According to Rebecca (2003) narrative text is a text which consists of a series of logically, and chronologically related events that are caused or experienced by factors. In addition, narrative text is a text that tells a story which entertains the readers Anderson & Anderson (2003). Since narrative is taught in grade nine of Junior High School and entertaining the readers, narrative text is chosen as the
focus of this study.
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from stage to stage in terms of schematic structures and linguistic features. Changpueng (2010) also conducted study about the use of the genre-based approach (GBA) and its effects on the writing achievement and attitudes of Thai engineering students. The findings showed that the students were satisfied with the teaching method, activities, and exercises. More importantly, they felt more confident in writing.
Referring to the explanation above, this study aims to analyze the students’
text to find out the students’ narrative text improvement after being taught by Genre Based Approach. Furthermore, this study investigates the students’ responses toward the implementation of Genre Based Approach in teaching writing narrative text.
1.2Research Questions
As informed in the background of the study above, there are two problems which will be investigated by the researcher. The problems are formulated in the following questions:
1) How does the implementation of the genre-based approach improve students’ ability in writing narrative texts?
2) What are the students’ responses toward the teaching program of GBA?
1.3The aim of Research
Based on the background of the study above, the aims of the research are:
1. To find out the value of the implementation of genre-based approach to
students’ development in writing narrative texts.
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1.4Scope of the research
The scope of this study is limited to two concerns. First, it focuses on analyzing the students’ development in writing narrative texts after the implementation of genre based approach done. Second, it tries to discover the
students’ response toward the teaching program of GBA.
1.5Significance of the research
There are some contributions that the study may offer. The results of this study are expected to:
1. Provide useful information for the reader especially English teacher about GBA that can be used in teaching writing and teaching English generally. 2. Provide additional informative input for the other researcher who intends to
carry on research in the same field with certain interest.
3. Improve the quality in teaching English generally and in the teaching and learning writing specifically.
1.6Clarification of (related) Terms
1.6.1 Genre-Based Approach
Genre-based approach is the combination of three approaches: communicative approach, contextual teaching and learning (CTL), and grammar translation method. This makes the GBA as the most suitable approach to any kind of syllabus (Emilia, 2011, p 20)
1.6.2 Narrative Text
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1.7 Organization of The Paper
This paper will be presented into five chapters, as follow:
CHAPTER I : INTRODUCTION
In this chapter, the paper will elaborate the background of the research. It will discuss genre-based approach and narrative text which become the focus of the study. The chapter also states the research questions, aims of the study, scope of
the study, significance of the study, clarification of related terms, and paper organization.
CHAPTER II : THEORETICAL BACKGROUND
This chapter will discuss some theories about writing skill, genre-based approach and narrative text for the research.
CHAPTER III : RESEARCH METHODOLOGY
This chapter will give clear explanation about how the study will be conducted and analyzed. The data analysis will also be briefly explained.
CHAPTER IV : FINDINGS AND DISCUSSION
This chapter will discuss the findings of the research and analyze those findings in explanation clearly.
CHAPTER V : CONCLUSION AND SUGGESTION
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CHAPTER III
RESEARCH METHODOLOGY
This chapter provides the explanation about the procedures of the research in order to find out the answer to the research question which is stated in previous chapter. This chapter covers research methods, research participants, data collections, and techniques for analyzing the data.
3.1Research Method 3.1.1 Design
This research employed a qualitative research design. This method was used to discover the phenomenon which is seen by participants’ point of view (Cresswell, 1994). Based on the definition, this study was conducted to discover how the teacher implemented Genre-Based Approach to teach writing narrative text. According to Maxwell (1996), there are five purposes of qualitative research, they are:
1. Understanding the meaning of participants in the study of the events, situations, and actions involved with and the accounts of their life and experiences.
2. Understanding the particular context within which the participant act and the influence that this context has on their actions.
3. Identifying unanticipated phenomena and influences, and generating new
grounded theories.
4. Understanding the process by which events and actions take place. 5. Developing causal explanations.
22 researcher to conduct this study in their school. Second, implementing Genre-Based approach is considered as a new thing in this school. The researcher wanted to introduce Genre-Based approach to teacher in this school. Third, the researcher has been familiar with the situation and condition of the school. Having been familiar with the situation and condition of the school, the researcher can do adaptation to the surrounding and students easily.
3.2.2. Research Participants
The participants of this research was one class of eight grade students of one public junior high school in Bandung. The participants of this research were 30 eight grade students of one public junior high school in Bandung. They were purposively chosen because the teacher recommended the class to the researcher. In addition, all of the students were learn narrative text when the writer did this research. All of the students received the same treatment. The writer would purposively choose 3 students
to do the interview based on the text made by the students to obtain further information.
3.3Data Collection Techniques
In this research, the researcher employed the data through observation, interview, and written documents analysis. Heigham & Crocker, 2009, Yin, 2008, p101 stated that qualitative approach can use a wide variety of data collection methods, such as (1) classroom observations; (2) interviews; and (3) documentation of students’ text. Each technique of data collection will be described below.
3.3.1 Classroom observation
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field and modeling. On the third meeting, the writer observed the stage of joint construction. On the fourth and fifth meeting, the writer observed the stage of independent construction.
In this case, the researcher acted as complete participant since the researcher observed and did all the activities which is done by the object of the research that was the implementation of Genre-Based approach to teach writing narrative texts. This is in line with Sugiyono (2008) that stated complete participant is the participant who observes and dos all of the activities which is done by the object of the research. During the classroom observations, the observer wrote the activities done by the teacher and the students in the interaction setting in the classroom as suggested by Morrison (1993, cited in Emilia at al,2008). Besides, the researcher made the observation notes as soon as after each session of the observations finished when the memory of the observations was still fresh as proposed by Van lier (1988, p.241). All activities in the classroom observation were discussed in detail in chapter four of this research.
3.3.2 Documentation of Students’ text
Students’ texts were collected over the teaching program. This technique which constitutes the ways to elicit the data by analyzing the written or visual contents of a document (Marshall and Rosman, 2006) was devoted to answer the
second research question, which was to find out how the implementation of genre– based approach affects students’ development in writing narrative texts.
The writer collected 6 samples of students’ texts over the observation, representing low, mid, and high achievers students. The three samples of students’ texts were taken before they were taught by GBA from previous semester. it was done to save time since the time was limited.
3.3.3 Interview
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interviews into three types, unstructured, semi-structured, and structured. An unstructured interview is directed by the respondents’ response not by the researcher’s agenda. Thus the researcher has no control over the course of the interview. A structured interview is the opposite, researcher has total control over where the interview goes and what should come of it by raising the pre-formulated questions in a prefixed order. A semi-structured interview stands in between. The researcher prepares some questions in advance, but the researcher is not constrained by these questions.
The writer did interviews, lasting around 30 minutes with three students (low, mid, and high achievers). The writer asked seven questions about students’ response and opinion about the implementation of genre-based approach in teaching writing narrative texts. In each interview, seven questions by using Indonesia language were posed to each interviewee. Choosing Indonesia language in the interview was to make the interviewee free in expressing their ideas. Moreover, in the interviews, the researcher used a recorder to avoid the loss of the data and enable the researcher to transcribe it later. Thus, it enabled the researcher to analyze the data in depth
(Silverman, 2005, p.183-184) 3.4Data Analysis
According to the data collection, three instruments were administered in this study namely observation, interview, and students’ text analysis. Ongoing data analyses and interpretation were based on data mainly from classroom observation notes. Data which were analyzed after the research program were mainly students’ writing text and interviews data. The analysis of each research instruments was presented in a form of descriptive explanation. Each of them is discussed below. 3.4.1. Observation
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In analyzing observation data, the researcher did the following activities. First, observation note about the implementation of Genre-Based approach to teach writing narrative text were transcribed. Then, the researcher summarized all activities during teaching program which was relevant to this study and matching the data with the research question. Finally, the data were coded and categorized based on the two research questions, the way teacher implemented Genre-Based approach in classroom, and students’ response toward Genre-Based approach cycle.
3.4.2. Documentation of Students’ text
Students’ texts were analyzed by using systemic functional grammar (SFG). The samples of students’ writing texts were analyzed in terms of the schematic structure, social function, language features and thematic system used in order to reveal students’ development in the writing of narrative text. All of texts were chosen from low, middle, and high achievers.
3.4.3. Interview
The data from interview were analyzed in some steps. First, the data from interview were converted in written form and subsequently categorized and interpreted to answer the research questions. Second, the interpretation data were read
and compressed into briefer statements. Third, the data were coded and categorized. Finally, the interview data were interpreted to reveal students’ response on the implementation of the teaching program based on Genre-Based approach and the issue emerged during the teaching program. The data from interview were used to support the obtained data from difference resources. This was aimed to enhance the validity of the study (Stake 1995, Freebody 2003, cited in Emilia 2005)
3.5Conclusion
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
This study investigates about the implementation of the GBA in teaching writing Narrative text to junior high school students in one of public schools in Bandung. Three research questions were employed in this research covering the way teacher
implemented GBA in teaching writing Narrative text, students’ improvement in writing narrative text, and students’ response toward GBA.
With regard to the first research problem, during the teaching program, students could improve their ability in writing narrative text. The students have applied the appropriate schematic structure, social function, and language features of Narrative text. According to schematic structure of the text, all of the students wrote the text with control of schematic structures starting from orientation, complication, evaluation, and resolution. All of the text made by students also has an implicit moral value in their text. The moral value stated in coda (Anderson and Anderson, 2003). However, coda is an optional structure in Narrative text. Moreover, the students' text
has achieved their purpose which is to entertain the reader by presenting some events
in the story. Based on the language features of the text, students could use appropriate
language features of Narrative text such as, specific participants, the use of material
processes, mental processes, relational processes, temporal conjunction, and past
tense. It can be seen from the text that they made in independent construction.
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write more creatively since it can “liberate students from their own fears of writing by giving them security and offering them models, which were felt valuable” (Kay and Dudley-Evans,1998, 311)
5.2.Suggestion
According to the research finding and conclusion above, some suggestions are proposed.
First, the implementation of GBA in teaching writing is applicable and appropriate for students in junior high school. It is very useful and helpful for
students in constructing a text. It is recommended to use GBA in teaching English especially in teaching writing.
Second, considering the weakness of students in vocabulary, grammar, and developing idea, the curriculum of writing should be constructed scaffolding. It starts from the easiest lesson to the hardest lesson. Moreover, guidance and feedback from teacher should be given in the process of writing to minimize students’ problem in higher level of writing.
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