DEVELOPING CHARACTER VALUES IN THE TEACHING OF NARRATIVE TEXTS USING GENRE BASED APPROACH: A Case Study at a Senior High School in Bandung.

(1)

Susanti Retno Hardini, 2013

Developing Character Values In The Teaching Of Narrative Texts Using Gendre Based Approach Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

DEVELOPING CHARACTER VALUES IN THE TEACHING OF NARRATIVE TEXTS USING GENRE BASED APPROACH

(A Case Study at a Senior High School in Bandung)

A THESIS

Submitted in Partial Fulfillment of the Requirements for Master’s Degree in English Education

By

SUSANTI RETNO HARDINI 1006929

DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF POST GRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

(2)

DEVELOPING CHARACTER VALUES IN THE

TEACHING OF NARRATIVE TEXTS USING GENRE

BASED APPROACH

(A Case Study at a Senior High School in Bandung)

Oleh

Susanti Retno Hardini S.Pd UT Bandung, 2002

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

Juli 2013

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

(3)

APPROVAL SHEET

DEVELOPING CHARACTER VALUES IN THE TEACHING OF NARRATIVE TEXTS USING GENRE BASED APPROACH

(A Case Study at a Senior High School in Bandung)

By

SUSANTI RETNO HARDINI 1006929

Approved By Supervisor,

Emi Emilia, M.Ed. Ph.D NIP. 196609161990012000

Head of English Education Department of Post Graduate School of Indonesia University of Education

(4)

DECLARATION

I hereby certify that this thesis, which is entitled Developing Character Values in The Teaching of Narrative Text Using Genre-based Approach, is completely my own work. I am fully aware that I have quoted some statements and ideas from various sources, all quotations have been acknowledged.

Bandung, July 2013

(5)

ACKNOWLEDGEMENTS

The completion of this study has been helped by many important people. My foremost gratitude goes to my research supervisor and as the Head of English Education Department of Graduate School of Indonesia University of Education, Emi Emilia, M.Ed. Ph.D. who has been generous for her source of knowledge, strong encouragement, and time for the whole course of the study. Likewise, my gratitude also goes to my academic supervisor Dr. Rd. Safrina Noorman, M.A. who has also been a source of knowledge during the proposal of the study. Emi Emilia, M.Ed. Ph.D. has helped the researcher in the pre, whilst, and post writing of the study. Without her guidance, supervision and encouragement, I cannot complete my research project as I wish. Working under her guidance has been a great experience and a great advantage for me.

My special thanks also go to the students, who have involved in the study and given me a chance to learn together. My special thanks are also for some colleagues, all the English teachers, in the research site who have given strong support during the study. My gratitude is also to some colleagues in Class A, who have shared experiences and assistance during the completion of the study. Likewise, I would thank Bu Marsita who has been as a patient observer. Without her help I would not have any critical support during the classroom observation.

Finally, my heartfelt thanks are for my parents who have prayed sincerely for my study completion. My heartfelt gratitude also goes to my husband, Andy Paramita, for his patience during the weary moments and his belief that I could do beyond my capabilities and this heartfelt thanks are also for my daughter, Puan, who has been encouraging. It is for their happiness that I would dedicate this thesis.

(6)

ABSTRACT

The study is aimed to investigate how character values can be developed in the teaching of narrative texts using GBA stages. The study employed a qualitative case study design. The data were gained from classroom observations conducted in 12 meetings by the researcher and her colleague, from students’ tests investigating students’ moral judgment, moral commitment and self-reported moral behavior proposed by Lickona (1996), from collection of samples of students’ texts analyzed in terms of the schematic structures and language features developed by Gerot and Wignell (1995); Derewianka (2004); Christie and Derewianka (2008) and SFL developed by Halliday and Matthiessen (2004) as cited in Eggins (2004), and from the interview conducted with 9 students and 2 teachers after the teaching program. The findings revealed that the teaching of narrative text using GBA stages was successful in developing character values by employing dilemma discussions of narrative texts in BKOF and MOT stages. The selection of texts, taken from JCOT and ICOT stages, containing dilemmas, has succeeded in developing values of taking the risk for better or worse, as seen in students’ narrative texts employing the schematic structures and the selection of processes since narrative language features tell about their past experiences.

(7)

TABLE OF CONTENT

1.1 BACKGROUND OF THE STUDY ... 1

1.2 RESEARCH QUESTION ... 3

1.3 PURPOSE OF THE STUDY ... 3

1.4 SCOPE OF THE STUDY ... 3

1.5 SIGNIFICANCE OF THE STUDY ... 3

1.6 THE ORGANIZATION OF THE THESIS ... 4

CHAPTER II ... 6

REVIEW OF LITERATURE ... 6

2.1 CHARACTER ... 6

2.1.1 Character Building ... 6

2.1.2 Character Education ... 7

2.2 THE PRACTICE OF CHARACTER LEARNING ... 9

2.3 NARRATIVE TEXT ... 11

2.3.1 Elements of Narrative Text ... 12

2.3.1.1 The Language Features of Narrative ... 12

2.3.1.2 The Schematic Structures of Narrative ... 13

2.3.2 Narrative Texts as a Tool of Developing Character Values ... 14

2.4 GENRE-BASED APPROACH ... 17

2.4.1 Stages of Genre-based Approach ... 18

2.4.2 GBA Stages as a Tool of Developing Character Values... 20

2.5 CONCLUSION ... 23

3.4 RESEARCH INSTRUMENTS AND DATA COLLECTION ... 28

(8)

CHAPTER IV ... 35

THE TEACHING PROGRAM ... 35

4.1 BUILDING KNOWLEDGE OF THE FIELD ... 36

4.1.1 Reading and Spoken Cycles: Engaging students with the Text (Mrs. Moffat’s Bag) ... 36

4.1.1.1 Reading Comprehension ... 36

4.1.1.2 Confirming Reading Comprehension ... 39

4.1.2 Spoken Cycle: Developing Students’ Characters (Mrs. Moffat’s Bag) ... 42

4.1.2.1 Character Values Questions (Mrs. Moffat’s Bag) ... 43

4.1.2.1.1 Moral Judgment Questions ... 43

4.1.2.1.2 Moral Commitment Questions ... 43

4.1.2.1.3 Self-reported Moral Behavior Questions ... 44

4.1.2.2 Students’ Character Values Answers (Mrs. Moffat’s Bag) ... 44

4.1.2.2.1 Moral Judgment Answers ... 44

4.1.2.2.2 Moral Commitment Answers ... 46

4.1.2.2.2.1 Reversibility Questions ... 46

4.1.2.2.2.2 Universalizability Questions ... 48

4.1.2.2.3 Self-reported Moral Behavior Answers ... 48

4.1.3 Reading and Spoken Cycles: Engaging Students with the Text (The Gift) ... 51

4.1.4 Spoken Cycle: Developing Students’ Characters (The Gift) ... 57

4.1.4.1 Character Values Questions (The Gift) ... 57

4.1.4.2 Students’ Character Values Answers (The Gift) ... 58

4.1.4.2.2.2 Universalizability Questions ... 62

4.1.4.2.3 Self-reported Moral Behavior Answers ... .63

4.1.5 Reading and Spoken Cycles: Engaging students with the Text (The Necklace)... 66

4.1.6 Spoken Cycle: Developing Students’ Characters (The Necklace) ... 70

4.1.6.1 Character Values Questions (The Necklace) ... 70

4.1.6.2 Students’ Character Values Answers (The Necklace) ... 72

(9)

4.2. MODELING OF TEXT ... 78

4.2.1 Reading Cycle: Analyzing Text (Narrative Schematic Structures, Language Features and Character Values) ... 78

4.2.2 Writing Cycle: Rewriting Text (Narrative Schematic Structures) ... 83

4.3 JOINT CONSTRUCTION OF TEXT ... 85

4.3.1 Writing Cycle: Rewriting a Monologue Text ... 86

4.3.2 Writing Cycle: Scribing a Narrative Text ... 90

4.4 INDEPENDENT CONSTRUCTION OF TEXT ... 92

4.5 SUMMARY OF THE TEACHING OF NARRATIVE TEXT USING GBA AND STUDENTS’ TESTS DISCUSSION (INFUSING STUDENTS WITH CHARACTER VALUES) ... 94

CHAPTER V ... 97

DISCUSSION OF ANALYSES OF TEXTS ... 97

5.1. ANALYSIS OF TEXT ... 99

5.1.1 Analysis of Text 5.1.1 (Schematic Structures, Language Features and Character Values) ... 99

5.1.1.1 The Schematic Structures of Text 5.1.1 ... 101

5.1.1.1.1 Orientation... 101

5.1.1.1.2 Complication ... 101

5.1.1.1.3 Evaluation ... 102

5.1.1.1.4 Resolution ... 102

5.1.1.2 The Language Features of Text 5.1.1... 103

5.1.1.2.1 Process Types in Orientation Structure ... 103

5.1.1.2.2 Process Types in Complication Structure ... 104

5.1.1.2.3 Process Types in Evaluation Structure ... 105

5.1.1.2.4 Process Types in Resolution Structure ... 105

5.1.2 Analysis of Text 5.1.2 (Schematic Structures, Language Features, and Character Values) ... 107

5.1.2.1 The Schematic structures of Text 5.1.2 ... 108

5.1.2.1.1 Orientation... 108

5.1.2.1.3 Evaluation ... 109

5.1.2.1.4 Resolution ... 109

5.1.3.1.1 Orientation... 115

(10)

5.1.3.1.3 Evaluation ... 116

5.1.3.1.4 Resolution ... 116

5.1.4.1.1 Orientation... 123

5.1.4.1.3 Evaluation...124

5.1.4.1.4 Resolution ... 125

5.2 SUMMARY OF ANALYSIS OF TEXTS 5.1.1, 5.1.2, 5.1.6 and 5.1.7 ... 130

CHAPTER VI ... 133

DISCUSSION OF INTERVIEW DATA ... 133

6.1 DISCUSSION OF DATA FROM STUDENTS’ INTERVIEW ... 133

6.1.1 Students’ Perception of the Teaching Program and Character Values Learned ... 134

6.2 DISCUSSION OF DATA FROM TEACHERS’ INTERVIEW ... 142

6.2.1 Teachers’ Perceptions of Teaching Narrative text (Students’ Character Development) ... 143

6.3 SUMMARY OF DISCUSSION OF DATA FROM STUDENTS’ AND TEACHERS’ INTERVIEW... 147

CHAPTER VII ... 149

CONCLUSIONS, LIMITATIONS OF THE STUDY, AND RECOMMENDATIONS FOR FURTHER STUDIES ... 149

7.1 CONCLUSIONS ... 149

7.2 LIMITATIONS OF THE STUDY ... 151

7.3 RECOMMENDATION FOR FURTHER STUDIES ... 152

BIBLIOGRAPHY ... 154

(11)

LIST OF TABLES

Table 4.1 Schematic Structures of Mrs. Moffat’s Bag (Ani) ... 39

Table 4.2 Schematic Structures of Mrs. Moffat’s Bag (Dira) ... 40

Table 4.3 Schematic Structures of Mrs. Moffat’s Bag (Gerry)... 41

Table 4.4 Moral Judgment Questions of Mrs. Moffat’s Bag ... 43

Table 4.5 Moral Commitment Questions of Mrs. Moffat’s Bag... 43

Table 4.6 Self-reported Moral Behavior Questions of Mrs. Moffat’s Bag ... 44

Table 4.7 Self-reported Moral Behavior Test of Mrs. Moffat’s Bag ... 49

Table 4.8 Schematic Structures of The Gift (Bily) ... 53

Table 4.9 Schematic Structures of The Gift (Eli) ... 54

Table 4.10 Schematic Structures of The Gift (Hadi) ... 55

Table 4.11 Moral Judgment Questions of The Gift ... 57

Table 4.12 Moral Commitment Questions of The Gift ... 57

Table 4.13 Self-reported Moral Behavior Questions of The Gift ... 58

Table 4.14 Self-reported Moral Behavior Test of The Gift ... 63

Table 4.15 Schematic Structures of The Necklace (Cynthia) ... 67

Table 4.16 Schematic Structures of The Necklace (Fani)... 68

Table 4.17 Schematic Structures of The Necklace (Ildy) ... 69

Table 4.18 Moral Judgment Questions of The Necklace ... 70

Table 4.19 Moral Commitment Questions of The Necklace ... 71

Table 4.20 Self-reported Moral Behavior Questions of The Necklace ... 72

Table 4.21 Self-reported Moral Behavior Test of The Necklace ... 75

Table 4.22 An Example of Analyzing Text (Schematic Structures, Language Features and Character Values of Mrs Moffat’s Bag) ... 79

Table 4.23 An Example of Narrative Schematic Structures (Mrs. Moffat’s Bag) ... 83

Table 4.24 An Example of Narrative Schematic Structures of The Gift ... 84

Table 4.25 An Example of Students’ Writing Product (Individual Writing) ... 87

Table 4.26 An Example of Students’ Writing Product (Group Writing) ... 87

Table 4.27 An Example of Students’ Reconstructed Sentences ... 88

Table 5.1 Schematic Structures of Text 5.1.1 ... 99

Table 5.2 Process Types in Orientation Structure of Text 5.1.1 ... 103

Table 5.3 Process Types in Complication Structure of Text 5.1.1 ... 104

Table 5.4 Process Types in Evaluation Structure of Text 5.1.1 ... 105

Table 5.5 Process Types in Resolution Structure of Text 5.1.1 ... 106

Table 5.9 Process Types in Evaluation Structure of Text 5.1.2 ... 111

(12)

Table 5.19 Process Types in Evaluation Structure of text 5.1.7 ... 128

(13)

1

CHAPTER I

INTRODUCTION

This chapter describes background dealing with the main reasons why the researcher is interested in doing this study. After the background section, the researcher addresses a research question to guide the study. The sections that follow are purpose, scope of the study and significance of the study. The chapter is halted by organization of the study.

1. 1 BACKGROUND OF THE STUDY

Character building has become main issue in every element of education, especially at schools. All school elements have responsibility in building students’ characters. The responsibility seems to be the most tremendous task as the character building is not built instantly. It is a long and continuing process. Moreover, character cannot be taught seperately as one school subject. The process of character education should be infused to students into the pedagogical process.

All school elements, especially teachers as educators, cannot avoid the push toward character education. The previous finding, a study about the principles and strategies which were to increase awareness of the change process of implementing the character education program conducted by Hollingshead (2009), indicated that teachers’ role is important for its success. This is also confirmed by McElmeel (2002), who suggests that educators are forced to find ways to infuse the curricula with character building. Regarding this, Pedoman

Pelaksanaan Pendidikan Karakter, Puskurbuk (2011) mentions that National

Education should lead to character building by employing character values in the lesson plan.

(14)

the implementation of character values into syllabus and lesson plan. The syllabus and lesson plan should employ three personality aspects, cognitive, affective and psychomotor aspects. The values of character building are integrated and observed in the three aspects of personality. Related to the description, the realization of the character values is conducted by teaching reading texts, literature for children and young adult, providing students effective tools to discuss character values (McElmeel, 2002; Bucher and Hinton, 2010; Teja, 2011).

The current English curriculum for high school in Indonesia adopts some specific texts because genre-based emphasizes on teaching different text types. One of the text types which is highly valued from its ideological meaning of character values is narrative. Although all story genres have a common social purpose of entertainment, but in the area of narrative text, the entertainment is selected successfully in order to fulfill ideologically driven socio-cultural goals (Rothery and Stenglin, 1997). Narrative text is taught in high school as one of the texts which students should learn.

Students learn narrative texts through listening, speaking, reading and writing skills as their language competencies. These competencies result in difficulties which may arise even greater in EFL contexts where students are rarely exposed to English (Chaisiri, 2010). The difficulty in expressing and responding narrative text has led to the urgency to find an effort to help students in learning narrative text naturally in teaching. As a text type which has the potential to make students learn about moral values, a narrative text may

contribute to students’ knowledge about moral values and characters which works with their lives as argued by Bouchard (2002).

(15)

3

get from the text in genre-based approach is necessary to be investigated. The writer is interested to study the teaching of narrative text which is based on genre-based approach to develop students’ characters.

1. 2 RESEARCH QUESTION

Based on the background of the study, the research problem is focused as follow. 1. Can the teaching of narrative texts using genre-based approach develop

students’ characters?

1. 3 PURPOSE OF THE STUDY

The purpose of the study is as follow.

1. To find out if the teaching of narrative texts in the genre-based approach can develop

students’ characters.

1. 4 SCOPE OF THE STUDY

This study focuses on the teaching of narrative texts using genre-based approach, particularly to elaborate if the teaching of narrative texts in the

genre-based approach can develop students’ characters. The researcher presented data from the observation, students’ test, students’ texts, and interview. The researcher analyzed the findings from the interview and observation to address the research question (Merriam, 1988; Kvale, 1996). Then, she analyzed students’ tests and

students’ texts to evaluate students’ moral judgment, moral commitment and self-reported moral behavior which constitute the principles used to analyze students’ characters (Lickona, 1996).

1. 5 SIGNIFICANCE OF THE STUDY

(16)

to reduce the interferences in teaching character through narrative text. The third aspect is connected with issue and social action. The result of the research is hoped to increase the effectiveness of developing students’ characters through the narrative text teaching which is based on Genre-Based Approach in the observed school.

1. 6 THE ORGANIZATION OF THE THESIS

The organization of this thesis consists of seven chapters. The first chapter explains introduction. It presents background of the study, research questions, purpose and scope of the study, significance of the study, and organization of the study.

The second chapter provides review of related literature of theoretical foundation. It covers character, the practice of character learning, narrative text, genre-based approach, and conclusion.

The third chapter explains the procedure of the research or the methodology. It consists of setting, participants, research design, data analysis, and conclusion.

The fourth chapter provides data from the observation. The first section discusses the implementation of the observation of the teaching program and the

students’ tests including the narrative text questions and three topics of character

values (moral judgment, moral commitment, and self-reported moral behavior). The second section describes summary and the last is the conclusion of the whole finding.

The fifth chapter discusses and analyzes students’ texts from Joint

construction and Independent writing which presents the students’ schematic structures, language features and the character values. The last section presents conclusion of the findings.

(17)

5

developing students’ characters in the teaching of narrative texts using genre -based approach, and the last section presents conclusion of the findings.

The last chapter contains three sections. They are conclusions, limitations of the study, and recommendations for further studies. The first section explains and discusses overall findings from the teaching program (observation and

(18)

26

Developing Character Values In The Teaching Of Narrative Texts Using Gendre Based Approach

CHAPTER III

METHODOLOGY

This chapter discusses some important aspects related to research methodology. It consists of setting, participants, research design, data collection, data analysis, and conclusion.

3.1 SETTING

This study took place in a senior high school in Bandung. The researcher has two reasons in choosing the site. The first, the researcher chose the level because senior high school students with the age of 16-18 years old are still categorized as young adults. It is these young adults who are mainly addresed by narrative text since the particular text reflects their experiences dealing with conflicts, young people interests, protagonist and characters, and the text also has common language to young adults (Bucher and Hinton, 2010). The second, the researcher chose the school because the researcher works in that school as an English teacher. The reasons for choosing the site have promoted the feasibility of this study.

3.2 PARTICIPANTS

The participants of this study are forty senior high school students from year ten, and two English teachers who teach in the year ten. The following explanation describes the reasons for choosing the participants.

(19)

27

The reasons for choosing the participants are first based on the fact that year ten has more flexible time than year eleven and twelve. Second, year ten students learn short stories. The stories are mostly about personal experience, which is related to the focus of the study in developing students’ characters through the teaching of narrative texts. Therefore, by considering availability time and kind of narrative text being learned, year ten students were assumed to be the best participants for this study. For the sake of texts analysis and interview, thus 9 students were selected representing low-, mid-, and high- achievers. This selection was also based on the students’ response on character values involving moral judgment, moral commitment and self-reported moral behavior in the students’ test. For the reasons above, to gain maximal finding, the researcher created and conducted the teaching program by herself after studying sufficient theories related to the main issues.

3.3 RESEARCH DESIGN

This study employed a qualitative case study design. The design has been chosen for several reasons. A case study design is appropriate for qualitative study, as this is relevant to this study which is aimed to develop students’ characters. Moreover like a case study, this study uses multiple data collection, namely classroom observation, students’ test, text analysis, and interview. This means that case study is one research design that can be used to study a phenomenon systematically (Merriam, 1988: 6).

(20)

3.4 RESEARCH INSTRUMENTS AND DATA COLLECTION

This study is aimed to develop students’ characters by teaching narrative text using a genre-based approach implementation. The researcher collected data from many sources based on criteria, character, narrative text, and a genre-based approach. After doing the initial data collection, the researcher performed the teaching program, gave students’ test relating to reading comprehension questions, and interviewed the students and teachers. This study used several data collection techniques, namely classroom observation, students’ test, text analysis and interview. Each data collection will be discussed below.

3.4.1 Classroom Observation

This classroom observation was conducted to check and control validity and reliability as it served a formulated research purpose. It was planned deliberately and recorded systematically (Kidder, 1981b, p. 264 as cited in Merriam, 1988: 88). Thus, it was the most important stage in data collection since the main issue was presented during this stage. Departing from this, in order to gain more detailed and accurate data, the researcher conducted an active participant observation. This means that during the observation, the researcher positioned herself as a teacher, and at the same time viewed students’ behaviour and took some important notes. This participant observation allows the researcher to get involved in the classroom and take a detached, analytical stand for the description and interpretation purposes. To create validity for this observation, the researcher invited a colleague to record all activities during the process (Van Lier, 1996).

(21)

29

buildings. Next, in spoken cycles, students discussed the texts’ questions. The texts questions asked about students’ moral judgment, moral commitment, and self-reported moral behavior toward the narrative story.

These three sub cycles are in line with Lickona (1996) see also in Kohlberg (1984 as cited in Snarey and Samuelson, 2008) in that characters are applied in the learning process as moral judgment, moral commitment and self-reported moral behavior. Thus, in order to gain the three aspects of character, the self-reflective writing was based on students’ experiences. Moreover, to gain detailed data about students’ character values and the GBA stages teaching, the self-reflective writing was in narrative text. The choice of narrative self-reflective writing is for the following reasons. First, self- reflective writing is in line with Lickona (1996) who argues that the relationship of character education and academic learning can be investigated in the active teaching and learning which are problem solving and experienced-based projects. Second, the problem solving dealt with the narrative text has problematic events. Thus, it needs individuals to resolve the problem for better or worse as the experienced-based project is reflection of students’ moral judgment, moral commitment and self-reported moral behavior (Macken-Horarik, 2002 as cited in Emilia, 2011).

Regarding the character values, each sub cycle is to develop the following values: Honesty, Tolerance, Discipline, Hard Work, Creativity, Independence, Democracy, Curiosity, Rewarding Achievement, Being Friendly/Communicative, Joy of Reading, and Responsibility. The values were incorporated in the activities of GBA stages (BKOF, MOT, JCOT and ICOT) and the story (Mrs. Moffat’s Bag, The Gift and The Necklace) discussed. Data from the observation will be presented in chapter 4.

3.4.2 Students’ Test

(22)

own words to answer the questions (Dawson, 2009: 89). The test’ questions for the students were 35 questions relating to reading comprehension, moral values, and characters from three narrative short stories, Mrs. Moffat’s Bag, The Necklace and The Gift (see Appendix 3). To gain detailed data about infusing character values from narrative text, the test’ questions for students revealed three aspects of character that measured students’ moral judgment, moral commitment and self-reported moral behavior.

3.4.3 Text analysis

The text analysis were those written by nine students. The nine texts were analyzed in depth using first, the employment of narrative structures, i.e. orientation, complication, evaluation and resolution (see Appendix 4). These narrative structures represent three domain of character (judgment, commitment and behavior) as proposed by Lickona (1996). This is in line with Rothery and Stenglin (1997) and Christie and Derewianka, (2008) who propose that the employment of complication and evaluation is to know how students’ solved their problems. Moreover, this is also in line with the texts produced by nine students which tell about students’ reflection of past experience as proposed by Macken-Horarik (2002 as cited in Emilia, 2011) who argues that narrative entertains and instructs through reflection of experience. Thus, students’ narrative texts dealt with problematic events which they had to resolve for better or worse. Regarding this, the analysis of narrative structures is in line with the aim of the study to know if the teaching of narrative texts using GBA can develop students’ characters.

(23)

31

Matthiessen (2004) as cited in Eggins (2004). Thus, from those three aspects, students’ understanding of character can be seen.

3.4.4 Interview

Interview was conducted to validate data from other sources. The aim is to cover the analyzed issue in the observation. Thus, the researcher applied the semi-structured individual interview to gain certain information from respondents. This type of interview allows the researcher to respond to the situation about to happen, to the interviewee worldwide response and to new ideas on the issue (Merriam, 1988: 74). A semi-structured interview is used to interchange views between two persons talk about a theme of mutual interest (Kvale, 1996: 14). Departing from this, the researcher interchanged views about how the chosen teachers develop students’ characters through the teaching of narrative texts in detail.

Regarding this, the researcher interviewed nine respondents of year ten and two English teachers of year ten. The nine students were interviewed with six questions (see appendix 5) related to students’ perception of the teaching program (the reading narrative texts, the teaching of narrative text with GBA, and character values learned). The two teachers were interviewed with six questions (see appendix 6). Each question was to do with teachers’ opinions about character, inserting character into lesson plan and syllabus, narrative text teaching which develop students’ characters using GBA stages and what they do to develop students’ characters in the teaching of narrative text.

(24)

and participants uttered. The interviews were later transcribed and translated into English. All the interviews data were analyzed in steps and this will be discussed later in chapter 5.

3.5 DATA ANALYSIS

It is proposed that triangulation be conducted to compare and to contrast evidence from the individuals, types of data, and methods of data collection (Creswell, 2008). The triangulation in this study involved comparing and contrasting data from teaching program, students’ test, students’ text, and interview.

The data from each source were analyzed in steps. The data taken from the teaching program were analyzed during the teaching program and after the teaching program. The nature of the data was therefore ongoing to obtain essential material. The ongoing data were taken not only from the teaching program but also from the observation notes and the students’ tests. These data will be discussed in chapter 4. The data which were analyzed after the teaching program were the students’ texts and interview. These data will be discussed in chapter 5 and 6.

(25)

33

Data from the students’ texts were analyzed using schematic structures and language features (see appendix 9) to know the ‘process’ of students’ think, feel and do. As it has been discussed in chapter 2 about the tools of character values in narrative text, Eggins (2004) suggested that the selection of processes is the representative of experience which can explain the situation that occured. The students’ texts, which will be discussed in chapter 5, were analyzed in steps. First, the texts were analyzed in terms of schematic structures as suggested by Rothery and Stenglin (1997) and Bucher and Hinton (2010). As this study focused on students’ understanding of character (knowing, feeling and behavior), in the next step, the texts were analyzed based on the language features relating to the experiential meaning which is represented by the selection of a process.

Moreover, data from the interviews were recorded and then transcribed to gain the information from all respondents in relation to research question. While transcribing, the students’ names were in pseudonyms. This was related to the ethical issues in transcribing that confidentiality of the interviewee is important (Kvale, 1996:172). All the interviews data were analyzed in steps. First, the interview questions were categorized. This categorization was to gain a theme from the students’ and teachers’ answers. Next, the answers of the interviews were analyzed based on the research question. Then, the data from the interviews were presented in condensed body of information (see appendix 10). The discussion of the interview, which will be presented in chapter 6, is related to narrative teaching, GBA, and character building (knowledge, feeling and behavior).

3.6 CONCLUSION

(26)

(27)

97

CHAPTER V

DISCUSSION OF ANALYSES OF TEXTS

Chapter four has delineated in detail about the teaching program. As it was seen, the teaching program has described GBA stages including the students‟ tests which showed the capacity of the students to develop character values. This chapter will describe detailed analysis of the students‟ texts, taken from their past experiences. As it was analyzed in chapter 4, this students‟ text analysis will also analyze in detail about their moral judgment, moral commitment and self-reported moral behavior. The same with the GBA stages and students‟ test analysis, the students‟ texts will employ the analysis of schematic structures and language features.

The students‟ texts were produced from Independent Writing stage of GBA. The texts were all written in narrative text telling about the students‟ past experiences. All the students‟ names are pseudonyms; Text 5.1.1 to Text 5.1.9. This chapter offers detailed analysis and interpretation of a sample of texts collected in the teaching program. Texts 5.1.1, 5.1.2, 5.1.6, and 5.1.7, which were written by Ani, Bily, Fani, and Gerry were selected as instances. The students‟ texts will be analyzed from first, the schematic structures (orientation, complication, evaluation, and resolution). Second, language features (material, mental, verbal, behavioral and relational process). The schematic structures and the language features will investigate students‟ characters.

As it will be displayed below, Texts 5.1.1, 5.1.2, 5.1.6, and 5.1.7 have essential schematic structures as identified by Derewianka (2004); Christie and Derewianka (2008) and Martin-Rose (2008). These essential structures are:

 Orientation covers the organizations about time, place and the participants‟ intentional action which provides relevant information about the characters‟ situation.

(28)

 Evaluation is both backwards and forward, evaluating the preceding events as complication and expecting the following events to be a resolution. The evaluation responses to and/or reflection on the complication.

 Resolution describes the effect of the resolved climax that soughts out the problem for better or worse. The resolution is the answer of the crisis which gives positive or negative implication about the characters‟ situation.

Likewise, Texts 5.1.1, 5.1.2, 5.1.6, and 5.1.7 have essential language features as identified by Gerot and Wignell (1995); Derewianka (2004) and Halliday and Matthiessen (2004) as cited in Eggins (2004). These essential structures are:

 Material Processes describe processes of doing (action verbs). The basic meaning of material processes is that some entity does something, undertakes some actions.

 Mental Processes are processes which encode meanings of thinking and feeling.

 Behavioral Processes are processes of physiological and psychological behavior. These processes are between mental and material processes.  Verbal Processes are processes of verbal action: saying and all its many

synonyms.

 Relational Processes cover the many different ways in which being (relate a participant with its identity or description).

(29)

99

5.1. ANALYSIS OF TEXT

5.1.1 Analysis of Text 5.1.1 (Schematic Structures, Language Features and Character Values)

Text 5.1.1, as it was written by the students, is divided into numbered sentences and divided according to the structures.

Table 5.1 Schematic Structures of Text 5.1.1

Schematic Structures Character Values Bicycle Tragedy

Orientation

1. In one sunny Sunday morning, when people usually wake up late and enjoy their weekend, there was a girl and a boy named Marry and Jim. [ …woke up late and enjoyed…]

2. Those two friend was on their way to Warban or Warung Bandrek with their bicycles. [Those two friends were…]

3. It was only Marry‟s second experience to cycle that far while Jim was always known as an experienced cyclist.

4. Marry‟s first experience was to Lembang and now Warban. […now was to Warban]

5. The distance is not too different from the distance to Lembang. [the distance was…]

6. She seemed happy, enthusiastic yet worry whether she would make it to Warban or not. […yet worried…]

7. The trouble was all begun when there was an idea came up to Marry‟s head. [The trouble all began…]

8. “Jim, I‟ve never tried riding your bike. Would you kindly let me ride your bike now?” asked Marry to Jim.

9. “Okay, no problem”, said Jim.

10. Finally, they switched their bikes and they started paddling their bicycle in the steep grade road. […on the steep…]

11. “Jim, your bike it‟s really comfortable!” Marry exclaimed in excite. […is really…]

12. “Yea, it is.” said Jim.

13. “But, I think the paddle is still heavy, Jim. How can I make it lighter?”

14. “Press the button on your left hand side, change it to the lower number and press the other button on your right hand side, change it to the higher number”, said Jim.

15. “Just stop if you puzzled by myexplanation”, continue Jim. […if you are puzzled…, continued…]

16. So, Marry stopped her paddling then, Jim showed her how to switch the gear. After Marry knew how to set the gear, they continued their journey.

17. Marry still used Jim‟s bike and started cycling with the lowest gear.

18. But suddenly, when Marry made her first paddling, there was a „crack‟ sound and the paddling could hardly move the bicycle.

(30)

moving…]

20. “Marry, please take a look at the rear of the bicycle.” said Jim calmly.

30. When they were walking with their bicycle beside them, there was an old man asking Mary why they didn‟t use their bikes.

31. She answered that the chain was broken off and they could not do anything with it.

32. So, the old man offered help to repair the bicycle.

38. But their happiness was kind of short term because in their journey back home, Jim‟s bike broke again.

39. Fortunately, the road to home was down hill, so Jim didn‟t need to make extra effort to move the bicycle.

Evaluation

21. Marry was so shocked to find what happen to Jim‟s bike. […what happened…]

22. It‟s the saddest and confusing moment knowing that you‟re still far away from your destination and you‟re in an up-hill field last, you‟ re cycle is broken. [it was…you were…you were…your cycle…]

23. Jim stayed in silence while Marry became panic and kept apologizing to Jim.

24. “It‟s all right Marry. This is pure accident that could possibly happen to anyone,” said Jim.

25. “Oh God, Jim. No matter this is accident or what, the problem is I‟m the one who make it happen. Really, I don‟t know if the gear would be broken off when we change the gear extremely and paddle it right away.” […who made it happened…would be broke when we changed…and paddled…]

26. “Neither do I. But at least we got the lesson right?” said Jim. 27. But Jim, I‟m the one who responsible to this accident. Please let me accompany you and pay the repaiment bill, okay? said Marry. […who is…]

28. “Of course I will let you, hahaha.” […asked many persons whom they met on the way…]

33. Happily, they took the offer.

40. On their way back home, Marry insisted on Jim to immediately repair the cycle.

41. So, they asked many persons about the nearest and open repair shop.

42. But sadly, they were no repair shop which was open on Sunday afternoon.

29. So they continued their journey without cycling anymore. They were walking along with bicycle, not cycling anymore.

34. In about 15 minutes ahead, Jim and Marry got Jim‟s bike fixed. 35.They thanked the old man and prayed for his goods because of his kindness. […for his kindness…]

36. After finally went through 3 hours journey, they reached Warban. 37. They took a rest for about couple hours then, went home.

43. To fix Marry‟s mistake, she promised Jim to pay the bill of bicycle repairment. [ To make up her mistake, Marry promised Jim…] 44. Jim agreed after they had little argument.

45. So, about 4 days later, Jim asked for money that Marry promised to him.

46. The repairment was cost Rp. 30.000. and Marry paid it by buying Jim Avangers movie ticket. […cost…]

(31)

101

5.1.1.1 The Schematic Structures of Text 5.1.1

Text 5.1.1, as it was written by Ani (pseudonym name), told about her experience of responsibility. This can be seen in the whole text that she paid for the pedal chain, which she broke. The schematic structure of the text above is written in order of narrative structure proposed by Gerot and Wignel (1994); Derewianka (2004); and Martin and Rose (2008). The 5.1.1 text is aimed at resolving complication when Ani evaluated the complicating action with some type of attitude as proposed by Martin-Rose (2008). Text 5.1.1 has 3 complications, 3 evaluations and 3 resolutions. This structure showed that the student, Ani, had reflected on what happened in her problem before she found out ways to resolve her problem.

The schematic structures above are described below: 5.1.1.1.1 Orientation

The orientation structure written by Ani contains time, place and participants‟ intentional action as proposed by Derewianka (2004); Christie and Derewianka (2008).

Time: In one sunny Sunday morning, …

Place: Those two friend was on their way to Warban or Warung Bandrek with their bicycles. [Those two friends were…]

Participants’ intentional action: It was only Marry‟s second experience to cycle that far while Jim was always known as an experienced cyclist.

Marry‟s first experience was to Lembang and now Warban.[…now was to Warban]…

5.1.1.1.2 Complication

The complication structure written by Ani, contains 3 problems. All the complication structures create the rising problems (Derewianka, 2004) which lead to the evaluation (Martin-Rose, 2008) evaluating the preceding events as complication.

(32)

…She answered that the chain was broken off and they could not do anything with it. [ …broke and…]…

…But their happiness was kind of short term because in their journey back home, Jim‟s bike broke again…

5.1.1.1.3 Evaluation

The Evaluation, written by Ani, evaluates the preceding events as complication and expects the following events to be as resolution

Evaluating the preceding events as complication: Marry was so shocked to find what happen to Jim‟s bike. […what happened…]…

Expecting the following events to be a resolution: But Jim, I‟m the one who

responsible to this accident. Please let me accompany you and pay the repayment bill, okay? Said Marry. […who is…]…

Evaluating the preceding events as complication: Happily, they took the offer. Expecting the following events to be a resolution: On their way back home, Marry insisted on Jim to immediately repair the cycle…

This evaluation proves that Ani realizes that the evaluation response to and/or reflection on the complication (Christie and Derewianka, 2008).

5.1.1.1.4 Resolution

The resolution, written by Ani, answers the crisis which gives positive or negative implication about the character‟s situation. The positive implications are Jim and Marry got Jim‟s bike fixed and Marry paid the bill of bicycle‟s

repairment by buying Jim Avangers movie ticket because Marry promised to pay

as to fix her mistake. The negative implication is Marry and Jim continued their

journey without cycling anymore.

The answer to the crisis which gives positive or negative implication about

the characters’ situation: So they continued their journey without cycling anymore. They were walking along with bicycle, not cycling anymore.

In about 15 minutes ahead, Jim and Marry got Jim‟s bike fixed…

(33)

103

Ani‟s resolution structure is in line with Derewianka (2004) in that the major complication is not resolved until the end and it has a number of minor complications along the way. It is resolved in part as they arise or later in the story. The major problem is resolved at the end of the story, when Marry bought Jim a movie ticket as to change the cost of the bike‟s repairment.

5.1.1.2 The Language Features of Text 5.1.1

As it will be displayed below, the process types are employed in different structures, i.e. orientation, complication, evaluation and resolution. Likewise, the analyses of language features are focused on the selection of processes in the clause as the experiential meaning as suggested by Gerot and Wignell (1994); Derewianka (2004); and Halliday and Matthiessen (2004) as cited in Eggins (2004). This participants‟ experience is seen from the verb choices or process (this time and henceforth).

5.1.1.2.1 Process Types in Orientation Structure

As it was mentioned in the beginning of this chapter, orientation is the organization about time, place and the participants‟ intentional action. As can be noted in Table 5.2 below, the structure uses five types of processes: material, mental, verbal and relational. The use of material process and relational process are mostly found.

Table 5.2 Process Types in Orientation Structure of Text 5.1.1

Process Types Sentences

Material process e.g. In one sunny Sunday morning, when people usually wake up late and enjoy their weekend, there was a girl and a boy named Marry and Jim. Mental process of

cognition

e.g “But, I think the paddle is still heavy, Jim. How can I make it lighter?”

Verbal process e.g. “Okay, no problem”, said Jim. Relational process to

identify a noun or pronoun

e.g. It was only Marry‟s second experience to cycle that far while Jim was always known as an experienced cyclist.

Relational process to build aspect of

attributive

(34)

Looking at the selection of processes, it is proven that the orientation has described in detail about time, place and participant‟s intentional action as proposed by Derewianka (2004); Christie and Derewianka (2008) which are represented by material, mental, verbal, behavioral and relational i.e. wake up,

known, think, said and seemed as suggested by Gerot and Wignell (1994);

Derewianka (2004); and Halliday and Matthiessen (2004) as cited in Eggins (2004). The main participant‟s intentional action has been described in detail by the employment of mental process, i.e. “But, I think the paddle is still heavy, Jim.

How can I make it lighter?”. This selection of mental process supports the complication as after Ani thought that the paddle was heavy, her problem arouse. Thus, the participants‟ intentional action is crucial to raise the conflict.

5.1.1.2.2 Process Types in Complication Structure

As it was stated in the opening chapter, the complication structure describes the problem arises. As can be noted in table 5.3 below, the structure employs material, mental, verbal, and relational processes.

Table 5.3 Process Types in Complication Structure of Text 5.1.1

Material process e.g. But suddenly, when Marry made her first paddling, there was a „crack‟ sound and the paddling could hardly move the bicycle.

Mental process of cognition

e.g. After Marry knew how to set the gear, they continued their journey.

Mental process of perception

e.g. “Marry, please take a look at the rear of the bicycle.” said Jim calmly.

Verbal process e.g. She answered that the chain was broken off and they could not do anything with it.

Relational process to identify a noun or

pronoun

e.g. Fortunately, the road to home was down hill, so Jim didn‟t need to make extra effort to move the bicycle.

(35)

105

5.1.1.2.3 Process Types in Evaluation Structure

The evaluation structure responses to and/or reflects on the complication as suggested by Martin-Rose (2008:68). As it was noted above, the text 5.1.1 has three evaluations as response to the three complications. As it can be noted below, this structure employs material, mental, verbal, and relational process. The material and relational process are mostly found.

Table 5.4 Process Types in Evaluation Structure of Text 5.1.1

Material process e.g. Please let me accompany you and pay the repaiment bill, okay? said Marry.

e.g. Really, I don‟t know if the gear would be broken off when we change the gear extremely and paddle it right away.

e.g. “Marry, please take a look at the rear of the bicycle.” said Jim calmly.

Verbal process e.g. Happily, they took the offer. Relational process to

The evaluation structure has employed material, mental, verbal and relational processes. These processes delineated in detail about evaluating the complication as believed in (Martin-Rose, 2008:68).

The realization statement makes use of some material processes to build aspects of action change the gear and paddle it right away. This statement is weakened by the past absence in when Marry change the gear and paddle it right

away, which can support the past action.

5.1.1.2.4 Process Types in Resolution Structure

(36)

Table 5.5 Process Types in Resolution Structure of Text 5.1.1

Material process e.g. So they continued their journey without cycling anymore. They were walking along with bicycle, not cycling anymore.

e.g. Jim agreed after they had little argument.

Verbal process e.g. So, about 4 days later, Jim asked for money that Marry promised to him.

Relational process to identify a noun or

pronoun

e.g. The repairment was cost Rp. 30.000. and Marry paid it by buying Jim Avangers movie ticket. e.g. But sadly, there were no repair shop which was open on Sunday afternoon.

The selection of processes in resolution structures has described in detail how to resolve the problems for better or worse. In this structure, Ani employs behavioral process as she hoped to get a better resolution to her problem, e.g.

They thanked the old man and prayed for his goods because of his kindness

although at the end she had negative implication that the bike was still broken. Looking at the language features, it indicates that Ani‟s text is her reflection on reading narrative text because the selection process which she used in her text reflects what the participants think, feel and act which are reflected in her experience as also stated in Macken-Horarik (2002) as cited in Emilia (2011). Overall, the discussion has demonstrated how the text is constructed and how the student constructs her experience related to one of the moral values, responsibility. The selection of processes has proven that the student has selected different processes to show her intention i.e. material, mental, verbal, behavioral and relational although the text is weakened by some sentences which are not written in past tense as one of narrative language features.

(37)

107

5.1.2 Analysis of Text 5.1.2 (Schematic Structures, Language Features, and Character Values)

Text 5.1.2, as it was written by the students, is divided into numbered sentences and divided according to the structures.

Table 5.6 Schematic Structures of Text 5.1.2

Schematic Structures Character Values The Broken Window

Orientation

1. After praying Jumat, Feraldi, Irfan, Oldy, and I went to classroom, x-4.

2. We wore our shoes there because we left our shoes in our classroom while we were praying Jumat. [We put on…]

3. After that, we had nothing to do there.

4. When Oldy saw a bottle, he said “hey, Whos gonna play ‟throwing bottle‟ with me?” [ …Who‟s…]

5. Irfan answered “Okay, I‟m in.”

6. “Okay I‟m in too, it‟s better if we play than do nothing” I answered. 7. So, we played throwing bottle in the classroom.

Being Religious

9. We were very enjoyed the game. [ we really enjoyed the game] 10. So, We decided to throw the bottle with more power and faster. […more powerful and faster.]

11. Irfan threw the bottle very fast to me, and I threw it quickly to Oldy, but I thought that I threw it too fast and uncontrolled.

12. Suddenly, the bottle hit the window and broke the window‟s glass. 13. “Damn, let‟s get out from here!” Feraldi shouted to us.

18. When Feraldi tried to escape, he met Mr. Nanang who was on his way to go to my classroom, so Feraldi came back to the class.

19. “Who broke that window? Some students who were on parking lot told me that something came out from this class through the window and of course it broke the window.” Mr Nanang said clearly. […the window?...]

20. Feraldy and Oldy said, “Bily did it, Sir.”

21. “Why you threw that thing, Bily?” [ why did you throw …]

Love for Peace 14. I was staring at the window.

15. “What should I do now?”

22. And then I explained what happened there and tell the truth to Mr. Nanang. […and told…]

23. Mr. Nanang told us to change the damage by buying the new window. […a new window.]

24. We thought that we didn‟t have enough time to buy it, so we decided to ask for a help to my class‟s janitor to repair it. […so we decided to ask our class‟s janitor to repair it]

Responsibility Creativity Independence

Resolution

16. Oldy answered, “Just clean the rest of the glass and close the curtain so teacher can‟t see the window.”

17. Oldy, Irfan and I tried to clean the rest of the glass and covered the damage by closing the curtain until we couldn‟t see the damage.

(38)

25. After we met the janitor, Mr. Yayan, we collected our money and gave it to Mr. Yayan. [ …and gave it to him.]

26. Two weeks after the incident, the broken window was replaced by the new one. […by a new one.]

27. We felt so happy because the damage was repaired.

5.1.2.1 The Schematic structures of Text 5.1.2

Text 5.1.2, as it was written by Bily (pseudonym name), told about his experience of responsibility. It can be seen from the experience that he paid for the window which he and his friends broke. As it was noted above, the schematic structure of the text is written as proposed by Gerot and Wignel (1994); Derewianka (2004); and Martin and Rose (2008). The aimed of text 5.1.2 is to resolve complication when Bily evaluated the complicating action with some type of attitude as proposed by Martin-Rose (2008). The aim of the text can be seen from the employment of 2 complications, 2 evaluations, and 2 resolutions. In the text he wrote, Bily had reflected on what happened in his problems before he did some actions to resolve them.

5.1.2.1.1 Orientation

This structure describes that Bily realizes that the orientation describes Time, Place and Partcipants‟ intentional action as suggested by Derewianka (2004); Christie and Derewianka (2008).

Time and Place: After praying Jumat, Feraldi, Irfan, Oldy, and I went to classroom, x-4.

Participants’ intentional action: …So, we played throwing bottle in the classroom.

5.1.2.1.2 Complication

The complication above describes the problems which Bily and his friends had. Bily realizes that the problems arise construct the complication structures (Derewianka, 2004).

Problem arises: Suddenly, the bottle hit the window and broke the window‟s glass.

(39)

109

“Who broke that window? Some students who were on parking lot told me that something came out from this class through the window and of course it broke the window.” Mr Nanang said clearly. […the window?...]…

5.1.2.1.3 Evaluation

Evaluation structures evaluate the preceding events as complication and expecting the following events to be a resolution (Martin-Rose, 2008:68). Evaluating the preceding events as complication: I was staring at the window. Expecting the following events to be a resolution: “What should I do now?”

Evaluating the preceding events as complication: And then I explained what happened there and tell the truth to Mr. Nanang. […and told…]

Mr. Nanang told us to change the damage by buying the new window glass. […a new window.] Expecting the following events to be a resolution: We thought that we didn‟t have enough time to buy it, so we decided to ask for a help to my class‟s janitor to repair it.[…so we decided to ask our class‟s janitor to repair it.

5.1.2.1.4 Resolution

Resolution, as it was noted in the beginning chapter, answers the crisis which gives positive or negative implication about the characters‟ situation (Derewianka, 2004). The implication of the complication is positive and negative. The answer to the crisis which gives positive or negative implication about the characters’ situation: Oldy answered, “Just clean the rest of the glass and close the curtain so teacher can‟t see the window.”

Oldy, Irfan and I tried to clean the rest of the glass and covered the damage by closing the curtain until we couldn‟t see the damage.

After we met the janitor, Mr. Yayan, we collected our money and gave it to Mr. Yayan. [ …and gave it to him.]

Two weeks after the incident, the broken window was replaced by the new one. […by a new one.] We felt so happy because the damage was repaired.

(40)

derives from literature (narrative). This also shows that the structures of narrative text can help students develop their critical thinking.

5.1.2.2 The Language Features of Text 5.1.2

After discussing the schematic structures, i.e. orientation, complication, evaluation, and resolution, the language features discussion is focused on the experiential meaning as proposed by Eggins (2004). This discussion will investigate how the students constructed the sentence to express his experience by selecting the process types.

5.1.2.2.1 Process Types in Orientation Structure

As it will be noted below, the selection of processes is focused on material, mental, verbal, and relational processes.

Table 5.7 Process Types in Orientation Structure of Text 5.1.2

Material process e.g. After praying Jumat, Feraldi, Irfan, Oldy, and I went to classroom, x-4.

e.g. When Oldy saw a bottle, he said “hey, Whose gonna play ‟throwing bottle‟ with me?”.

Verbal process e.g. Irfan answered “Okay, I‟m in.” Relational process to

build aspect of attributive

e.g. After that, we had nothing to do there.