i
APPROPAL SHEET
Bandung, July 2011
_____________________________________
Prof. Dr. A. Chaedar Alwasilah, M.A (Main Supervisor)
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DECLARATION
I hereby to certify that this thesis entitled “ Teaching Writing Report
text: A Case Study at SMPN 6 Cirebon” is completely my own work.
I am fully aware that I have quoted some statements and ideas from
various sources. All quotations are properly acknowledged.
Signed ………
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ACKNOWLEDGMENTS
I am very grateful as there are many people have helped me throughout this study. My first and foremost thanks go to my supervisor, Bapak Prof. A Chaedar Alwasilah and Ibu Emi Emilia.M.A, Phd. Bapak Prof. Alwasilah has given valuable advices, strong encouragement, and sustained support for the whole course of this study and Ibu Emi.Emilia,M.A,Phd has been the Co-Supervisor who gives some lights on the process of doing my Thesis. Without Ibu Emilia guidance and supervision, I can hardly imagine the completion of the thesis. It has indeed been a great privilege and pleasure to work under the guidance of both supervisors which made me experience new things.
My special thanks and appreciation would be for both the Examiners, Bapak Odo Fadloeli,DR,M.A and Bapak Didi Sukyadi,DR.M.A who seriously commented and criticized the draft from many aspects.
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ABSTRACT
v 1.3. The Research Questions 5 1.4. Scope of the Study 5 1.5. The Significance of the Study 5 1.6. Thesis Organization 6 CHAPTER II: LITERATU REVIEW
2.1. Genre Based Approach (GBA) 7 2.1.1. Introduction 7 2.2. Basic Principles of the GBA 8
2.3 Text Type 10
2.4. The Phases of genre based approach (GBA) 13
2.4.1 BKOF 14
2.4.2. Deconstruction or Modeling 16 2.4.2.1. Familiarizing the texts 16 2.4.2.2. Presenting the text organization and
Linguistic Features 17 2.4.2.3. Presenting A Model of Report Text 17 2.4.3. Joint Construction 17 2.4.3.1. Grouping the students 17 2.4.3.2. Approaching each group at the start of JC 18 2.4.3.3. Observing Students’ Problem in Composing
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2.5. Report Text 20
2.5.1. The Text Organization of Report Text 20 2.5.2. The Language Features of Report Text 20 2.6. The Assessment of Writing under the GBA 21 2.7. Systemic Functional Grammar 22 2.8. Concluding Remark 24 CHAPTER III: RESEARCH METHODOLOGY
3.1. The Research Site 25 3.2. The Research Design 26 3.3. The Participant of The Study 26 3.4. The Data Collection Method 27 3.4.1. The Ongoing Class Observation 28 3.4.2. The Use of Interviews 28 3.4.3. The Collection of the Questionnaires 30 3.4.3.1.The Data from Students’ Questionnaire 31 3.4.3.2. The Data from English Teacher’s Questionnaire 31 3.4.4. The Collection of The Students Written Text 31 3.5. The Data Analysis 33 3.6. Systemic Functional Grammar (SFG) 34 3.6.1. The Theme System 35 3.6.2. The Transitivity System 36 3.6.2.1. Material Processes 36 3.6.2.7. The Conjunction System 39 3.6.2.8. Modality 39 3.7. Concluding Remark 39 CHAPTER IV: DATA PRESENTATION AND ANALYSIS
4.1. Introduction 41
4.2. Data from Observation 41 4.2.1. The First Phase: The Activity of BKOF 41 4.2.2. The Second Phase: Modeling of Text 43 4.2.2.1. Familiarizing The Texts 43 4.2.2.2. Presenting The Text Organization and Linguistic
Features 44
4.2.2.3. Presenting A Model Text in Bahasa Indonesia 44 4.2.3. The Third Phase: Joint Construction 46 4.2.3.1. Grouping The Students 46 4.2.3.2. Approaching Each Group at The start of Joint
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4.2.3.3. Observing Students’ Problems in Writing Report
Text 51
4.2.4. The Fourth Phase: Independent Construction 53 4.3. Data from Interviews 54 4.3.1. The Individual Interview 54 4.3.1.1. The Students’ Perception in Writing Report Text 54 4.3.1.2. The Benefit 55 4.3.1.3. The Problems 55 4.3.2. The Focus Group Interview 56 4.3.3. The Teacher’s Interview 58
4.3.3.1. The Teacher’s Strategy in Teaching of Writing
Report Text 58
4.3.3.2. The problems 59 4.3.3.2.1. The Way of Grouping 59 4.3.3.2.2. The Problems in Composing The Text 60 4.3.3.2.3. The Time to Give An Explicit Teaching 61 4.4. Data from Questionnaires 62 4.4.1. Data from Students’ Questionnaires 62
4.4.1.1. The Students Perception toward The Teaching
Writing of Report Text 63 4.4.1.2. The Problems 63 4.4.2. Data from English Teacher’s Questionnaire 65 4.4.2.1. Data from English Teacher’s Questionnaire 65 4.4.2.2. The Strategy of the English Teacher In Helping
Students’ Problems 66 4.5. Analysis of Students’ Written Texts 66
4.5.1. The Text Organization and Linguistic Features Text of
4.2; 4.3; 4.8 in General in JC (1) 69 4.5.2. The Text Organization and Linguistic Features Text of
4.2; 4.3; 4.8 in JC (2) 72 4.5.2.1. The Analysis of Text Organization Linguistic
Feature text of 4.2 72 4.5.2.1.1. The Text Organization Text of 4.2 73 4.5.2.1.2. The Linguistic Features Text of 4.2 74 4.5.2.2. The Text Organization and Linguistic Features
Text of 4.3. 76
4.5.2.2.1. The Text Organization Text of 4.3 77 4.5.2.2.2. The Linguistic Features Text of 4.3 78 4.5.2.3. The Analysis of Text Organization and Linguistic
Features Text of 4.8 80 4.5.2.3.1. The Text Organization Text of 4.8 81 4.5.2.3.2. The Linguistic features Text of 4.8 82 4.5.3. The Text Organization and Linguistic Features in
Independent Construction 83 4.5.3.1. The Analysis of Text Organization and
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4.5.3.1.1. The Text Organization Text of 4.2 84 4.5.3.1.2. The Linguistic Feature Text of 4.2 85 4.5.3.2. The Analysis of Text Organization and Linguistic
Feature of Text 4.3 87 4.5.3.2.1. The Text Organization Text of 4.3 88 4.5.3.2.2. The Linguistic Feature of Text 4.3 90 4.5.3.3. The Analysis of Text Organization and Linguistic
Feature Text of 4.8 91 4.5.3.3.1. The Text Organization Text of 4.8 91 4.5.3.3.2. The Linguistic Features Text 4.8 93 4.6. Concluding Remarks 95 CHAPTER V : Conclusion and Recommendation
5.1. Conclusion 96
5.2. Recommendations 97
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LIST OF TABLES
Page
Table 2.1 Text Type 11
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LIST OF FIGURE
xi
APPENDICES
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CHAPTER I
INTRODUCTION
This chapter focuses on the background of the study, the purpose of the study, the research questions, the scope of the study, the significance of the study and the organization of the thesis.
1.1 The Background of the Study
In the globalization era, English becomes an important language to be mastered by people who need to communicate in the global world. This language is used not only for communicating their ideas or feelings but also for communicating among the nations in many areas of the world. Halliday, (1978) in Herrell and Jordan, (2004: 4) claims that the other functions of English language which are related to what is corrected with this study are (i) to represent the facts or knowledge and ( ii) to acquire knowledge in oral or written language
The Indonesian Government todays gives more chances to students from all levels of education to learn English as a compulsory subject matter. Concerning this condition, the government has implemented the 2006 English Curriculum. This Curriculum emphasizes the students’ development through the four language skills, including reading, listening, reading and writing.
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teach reading, listening and speaking before teaching writing. Besides, in the part of teaching writing, the English teacher gives more attention and time to develop student writing skill. The aim of this strategy is to bridge the students ‘knowledge into the writing skill so that students have the knowledge of the genre, the register (field, tenor, mode), the discourse (phases, lexis, conjunction, reference, appraisal) and the grammar, graphic feature (spelling, punctuation, presentation) that will be written by them ( Rose, 2007: 10).
Moreover, in the Regulation of Minister of Education (Permendiknas) No.22/2006, the standard competence of writing of English in the Junior High School level is to understand the meaning of functional text. The example of functional text are the simple and short essay in the form of narrative and report for interacting within daily life (Permendiknas. No 22/2006). Regarding the standard of competence of writing under the 2006 English Curriculum, English teacher should be focused on the functional texts in teaching writing that the texts are often authentic to reflect the real-life situatiation.
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(2001), Feez (2002), Macken- Horarik (2002), Hyland (2003), Rose (2007), and Teruya - Lam (2010).
The genre based approach (GBA) suggests that the teaching learning activities should be conducted in several phases, including Building knowledge of the field (BKOF), Modeling, Joint construction and Independent construction. The description of the four phases will be explained clearly in the next Chapter.
In relation to those phases of the GBA above, Rose (2007: 1) says that there are five skills that should be mastered by students in writing skill, as follows :
( i) The genre, in which students have to check the appropriateness the genre before writing;
(ii) The register, where students have to check whether they understand and explain the topic, the objective and the use of technical language;
(iii) The discourse, where students have to check the appropriateness the phases, the well construction of the field and the use of logical relations;
(iv) Grammar, where students have to check the grammatical convention appropriately; and
(v) The graphic features where students have to check the spelling, of students
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Under the genre based approach the students should learn different genre at school and one of them, which is the focus of this study is Report text. Moreover, this study also aims to investigate the benefits and problems are found by the English teacher in applying the genre based approach (GBA) particularly in the research site.
In the real classroom of SMPN 6 Cirebon as the research site, these phases of the GBA in teaching writing make an English teacher and students involve in the learning maximally in every phases.
1.2 The Purposes of the Study
This study aims :
1. To investigate the teaching of writing a Report text using the genre based approach (GBA).
2. To investigate the benefits and problems which are found by the English teacher in applying the genre based approach (GBA).
1.3 The Research Questions
This study attemps to address the following research questions:
1. How is the application of the genre based approach to teaching of writing a Report text using the genre based approach (GBA)?
5 1.4 The Scope of the Study
This study is limited to investigate the teaching of writing a Report text using the genre based approach (GBA) and the benefits and problems are found by the English teacher in applying this approach in the research site, a junior high school in Cirebon, West Java.
1.5 The Significance of the Study
The results of this study are expected to
1. Enrich the literature for English teachers in teaching English of writing a Report text using the genre based approach (GBA) especially in Indonesian context.
2. Become useful sources for English teachers in classroom practices regarding the teaching of writing a Report text using this approach. Those sources about practices of the GBA are still rare in Indonesia.
1.6 The Thesis Organization
The organization of the thesis consists of five chapters. Chapter 1 presents the introduction which provides a background of the study, purposes of the study, scope of the study, and significance of the study and thesis organization.
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1
CHAPTER III
RESEARCH METHODOLOGY
This chapter delineates the aspects related to the methodology of this study. It will
be opened by discussing the research site where the research was conducted. Then this chapter argued the methodology which explained away the working principles underlying it and the sampling procedure. In addition, it employed the multiple data collection as observation, interview, questionnaire and data analysis which used systemic functional grammar (SFG) and the students’ written documents. All of them can be read below.
3.1 The Research Site
This research was conducted in one favorite secondary high school in Cirebon,West Java. This school had 23 classes and consisted of eight for the seventh class, eight for the eight class and seven for the ninth class. The selection of the site was based on first, this school was often used for research education from University around West Java; second, very often this school members were often involved the pilot project conducted by Depdiknas; third, the researcher was helped by the English teachers there who were well- experienced in implementing the GBA; the last, in fact that this research became a new phenomenon for other English teachers there.
2 3.2 The Research Design
Relevant to the purpose and research question in Chapter 1, a qualitative research design will be employed in this Chapter. The reasons are (i) this study focused on one particular instance of educational experience or practice (Freebody, 2003; in Emilia 2005: 74); (ii) this study carried out multiple data collections which was aimed to enhance the construct validity of the study (Yin, 1993; in Emilia 2005: 74); (iii) This study used text analysis which provides a powerful analytical tool and constitutes “ one of a variety of linguistic approaches that have been well developed in the area of education (Freebody, 2003 in Emilia 2005: 75).
3.3 The Participant of the Study
This study used a purposeful sampling to recruit the participants. This means that it is a strategy in which particular settings, persons, or events are selected in order to provide important information for this research (Maxwell, 1996: 70). Thus, the participants of this research were 38 students of 9C in the year of 2009/2010 consisting of 20 girls and 18 boys (pseudonym). Their average ages were around 15 years old and around 10 percent of them came from low economic class. This could be one factor influencing their study in this school.
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interaction between students, teacher, cameraman and researcher were natural and the students were unconscious (as daily routines) that they were being observed. This condition was good which have been claimed by Van Lier, (1998 in Emilia, 2005) below.
It would have been much better if the research had taken place in on going process and regular class. This is because in on going class things are done along similar lines a number of times, and they turn into routines which all participants know what is likely to happen next (Van Lier, 1988: 39 in Emilia, 2005: 77).
As Van Lier says above, in order to be natutural, the researcher did not act as their English teacher. She was only partially involved, so she can function as a full researcher (Merriam, 1988: 93). The reason of that decision was that the researcher found it difficult to take the field notes while participating (Creswell, 2008: 202).
3.4 The Data Collection Method
As outlined above, this study used multiple techniques of data collection and those data collection techniques conducted not only at the conclusion of the study but also in an ongoing way (Fraenkel and Wallen, 2000: 505; Bogdhan and Biklen, 2003 in Emilia, 2005: 78).
The data collection techniques used are as follows: (i) The ongoing class observations,
(ii) The use of interviews, (iii) The questionnaires
4 3.4.1 The Ongoing Class Observation
In the phases of teaching writing report text, the researcher did not act as an English teacher. She was only the observer, because it was difficult to take notes while participating (Cresswell, 2008: 222). Prior to the teaching phase, students’ tasks were distributed and a diagnostic writing tasks were organized to get information on students’ background and their familiarity with the report text. The researcher also wrote the observation notes after each session because the memory of the observation was still fresh (van Lier, 1988; in Emilia, 2005: 79). Observation notes focused on what was said and done by both English teacher and students. The aims of these were to get the first hand information (Creswell, 2008: 221) and to promote the reliability of observation (Allwright, 1988; van Lier, 1988; Shimahara, 1988 in Emilia, 2005: 79).
After each session, students and English teacher were invited to joint the informal interviews with the researcher. The questions were given informally based on the phenomena raised during the ongoing class. The aim was to gain the depth impression of the writing report text. The data collection was started from November to March 2010.
3.4.2 The Use of Interviews
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In this study, the researcher described the two kinds of interviews, those were: (i) The students’ interviews
These interviews were conducted in two kinds of interviews: the individual interview and the focus group as describe in Table 3.1 below.
Table 3.1 Overview of Interviews
Conduct of Interview Individual Focus Group
Stage 1: Immediately after
Not conducted Students involved: 15, representing
various level of achievement and teaching of writing a report text as greater depth of data collection techniques; (ii) to investigate the difficulties which were faced by students according to the written text made such as missing information, noun phrase, vocabulary used, spelling, word order, and grammar.
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the difficulties which were faced through discussion so that each student may have several different opinions about the writing report text (Krueger and Morgan, 1993 in Emilia, 2005: 82). The individual interview on the second stage were not done because the students have involved in the focus group interview. The interviewees in the two stages were selected to represent different level of achievement as Nela, Hafiz and Adit belong to the high level, Iqbal, Erina and Nunik belong to the middle level and Mulya, Alsya and Desi belong to the low level of achievement.
(ii) The Teacher’s Interviews
These interviews were conducted after the researcher found the phenomena in the classroom. Besides, a semi structured interview was used in order to get all information required. These were aimed to investigate the perception such as insight, feeling, opinion of the English teacher’s perceiption about the application of teaching of writing a report text under the GBA.
Those interviews were conducted in secure room such as a classroom or a library so that the interviewees felt comfortable to talk (Cohen, Manion and Morrison, in Emilia 2005: 84). The result of interviews were written in bahasa Indonesia and they can be read in Appendix 1 and 2.
3.4.3 The Collection of the Questionnaires
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The questions which were focused on the research questions and the result of them can be described below.
3.4.3.1 The Data from Students’ Questionnaires
As mentioned earlier, the number of students who were involved in this study were 38 students. The primary questions were three points, those were:
(i) The students perception toward the teaching of writing a report text; (ii) The problems which were faced by them.
3.4.3.2The Data from English Teacher’s Questionnaire
As mentioned earlier, the English teacher who was involved in this study was only one. The questions were focused on the research questions. Those were:
(i) The English perception toward the teaching of writing a report text; (ii) The strategies of the English teacher in helping students’ problems. The examples of both questionnaires are presented in the Appendix.5.
3.4.4 The Collection of the Student Written Texts
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the systemic functional linguistic (SFL) theorists. Based on the phases of GBA, the assessment was seen in the part of schematic structure (text organization) and linguistic features (Hasan, 1996; Christy, 1986, 2002, 2005 cited by Emilia, 2008: 62, see also, Rose, 2007; Education Department of Western Australia, 1977a in
Is the factual genre appropriate for the
writing task? 10
STAGING Does it go through appropriate stages? 10
REGISTER
FIELD
Does the writer understand and explain
the topic? 5
TENOR Is it appropriately objective? 5
MODE Is there an appropriate use of the
technical and abstract language? 5
DISCOURSE
PHASES Is it organized in appropriate phases? 10
LEXIS Is the field well constructed by the
sequences of lexical items? 5
CONJUCTION Are logical relations between each step
clear, e.g. time, comparisons, cause? 5
REFERENCE Is it clear who or what is referred to? 5
APPRAISAL Is appraisal used judiciously to evaluate
things, processes and relations? 5
GRAMMAR Are grammatical conventions used
appropriately? 5
GRAPHIC FEATURE
SPELLING Is spelling accurate? 10
PUNCTUATION Is punctuation used appropriately? 5
PRESENTATION Is the layout clear and attractive?
Is it well organized/ presented? 15
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Based on the suggestions above, the English teacher took the criteria of assessment from the theorists, but the score was made by English teacher in order to be adaptable in the research site.
For this study, the participants were passed if they got the minimal score. The English teacher stated that the Minimum Criteria of Achievement (Kriteria
Ketuntasan Minimal) was 70 (quantitative) or B ( qualitative). For the students
who got under the minimal score, they should revise their work continuously until their score was 70 or (B) or more.
3.5 The Data Analysis
There were two kinds of data analysis that were employed in this study where the first was in the part of on going process and the rest was after finishing the teaching report text. The ongoing data analysis and interpretations were based on data mainly from the questionnaire, students’ writing samples and observation notes. For those activities, there were some steps to be done as follows:
First, students’ written text were analyzed using systemic functional grammar (SFG) (see Appendix. 3) and the students written texts were analyzed in steps as follows:
(i) They were analyzed in terms of text organization and purpose, and how well each element in the text performed its function;
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Second, the data from the interviews were transcribed and subsequently categorized and interpreted to answer the research questions. The transcription of the two stages of interviews were not sent back to the participant, due to time constrains.
Third, all interview data were analyzed in steps. The first step was to put the interview questions into categories. Students’ comments were categorized into the theme that had become the focus of the study. Then the data from the two stages of interview were presented in condensed body of information as they can be seen in Chapter 4.
This study also used triangulation of data sources, which were conducted to make contrast and comparison of all the data obtained from different sources (Freebody, 2003 in Emilia, 2005: 86) such as classroom observations, interviews, questionnaires and text analysis (Stake, 1995 and Freebody, 2003 in Emilia 2005: 86) say that triangulation of data source aim to enhance the validity of the conclusion of the study.
3.6 The Systemic Functional Grammar (SFG)
The aim of this section is to show how systemic functional grammar (SFG) as a tool to analyzed students’ text which related to the ideational, interpersonal and textual.
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playing a significant role in shaping, in the way we get on with our lives” (Martin, Mathiessen, Painter, 1997: 1). As mentioned above, according to SFL all languages have three major functions: textual, ideational, and interpersonal meta functions. Each function is realized in a different grammar. The textual function is realized in the Theme system, it is what clause is about. The ideational function is realized in the transitivity system and interpersonal function is realized in the mood and modality ( Eggins, 1994).
This section describes the three meta functions as follows: (i) the textual function will be discussed within the organization or schematic structure of students’ texts which are to do with the textual meaning of SFL and realized within the theme system of grammar; (ii) the ideational functional consists of experiential meta function that is realized in the transitivity, and will be discussed within how the text organized experience, the logical aspect- the logico- semantic relation to the clause was realized in the conjunction system; and (iii) interpersonal function covered aspects of modality, including mood (Eggins, 1994). The examples of each pattern of grammar have been taken from students’ text and it will be performed in Appendix 3.
3.6.1 The Theme System
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theme was the rheme, for example, a clause that was taken from student’ written text.
3.6.2 The Transitivity System
The transitivity system consists of circumstances, processes, and participants. The processes are central to transitivity and these are realized by verbs. Participants and circumstances are incumbent upon doings, happenings, feelings and beings (Gerot and Wignell, 1994: 54)
e.g. People use camel when they walk.
People use Camel when they talk Participant Material
Theme Rheme
Meanwhile there are different process types which were identified by Halliday (1994) such as Material processes, Mental processes, Behavioral processes, Verbal processes, Relational processes, Existential processes, and each will be described below.
3.6.2.1. Material Processes
13 e.g. Camel has a unique body
Camel has a unique body Actor Material Process Goal
Theme Rheme
3.6.2.2 Mental Processes : Processes of Sensing
Mental processes are ones of sensing feeling, thinking, perceiving. The participant roles in mental processes are Senser, a conscious being and phenomenon which sensed: felt, thought or seen. (Gerot and Wignell, 1994: 58). This can be seen in the example below :
e.g. I feel happy when visits the Botanical Garden
I feel happy when visit the Botanical Garden Senser Pr: mental Phenomenon
3.6.2.3 Behavioral Processes
Behavioral processes are processes of physiological and psychological behavior, like breathing, dreaming, snoring, smiling, hiccupping, looking, watching, listening, and pondering. The participant role in behavioral processes is the behaver, a conscious being. The process is one of doing, and the scope of the process is called Range (Gerot and Wignell, 1994: 60). The example of behavioral processes as follows.
e.g. He took a nap
14 3.6.2.4 Verbal Processes : Process of saying
Verbal processes are processes of saying symbolically signaling. The signal source is named Sayer (Gerot and Wignell, 1994: 62) as example below.
e.g. The sign says no smoking
The Sign says no smoking Sayer Verbal Material Theme Rheme
3.6.2.5 Relational Processes : Process of being
Relational processes involve states of being (including having) (Gerot and Wignell, 1994: 67; see also Butt, et al, 2000: 58) which relate to a participant to its identity or description. Most relational clauses found in students’ texts are realized in different forms of be , as example below.
e.g. Elephant is a mammal
Elephant is a mammal Token Identifying Value Theme Rheme
3.6.2.6 Existential Processes
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e.g. Although there are more bad news than good news
Although There are more bad news than good news Consequential Existential Existent
Theme Rheme
3.6.2.7 Conjunction System
As Gerot and Wignel (1994: 180) state that conjunction as the semantic system whereby speakers relate clauses. Additionally, Halliday (1994: 324) says that conjunction helps to build cohesion, such as then, next, therefore, because, although,etc.
3.6.2.8 Modality
As Eggins (1994: 172) explains that modality refers to a complex area of English grammar which concerns the different ways in which language user can intrude on his/her message, expressing attitudes and judgments of various kinds. These judgments can be expressed into two kinds of meanings; (i) probability; where the speaker expresses judgments to the likelihood or probability of something happening or being; (ii) the usual; where the speaker expresses judgments as to the frequency with which something happens or is. There are several markers of modality for probability such as low: possibly; median: perhaps; high: certainly, while to express the usual, it can be used such as low, always, usually, and never. Also, modality found in students texts, such as can, must, and should.
3.7 Concluding Remark
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CHAPTER V
CONCLUSION AND RECOMMENDATION
5.1 Conclusions
This study has sought to investigate on how the teaching writing a report text. This study found out that was relevant to the theory in that the teacher did. She went through the strategy of the genre based approach as offered by the theorists. These stages are BKOF, Modelling, Joint Construction and Independent Construction.
This study also found that the GBA can help the students develop their writing. This can be seen from the different drafts of students that their texts were getting better in terms of schematic structure and linguistic features.
Despite some strength above, this study also found out that the implementation of the GBA was time consuming. It is suggested that time management is also important to be considered in the future.
5.2 Recommendation
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for students to revise their work while the English teacher can give them an explicit teaching. By giving explicit teaching, the students written texts were progress because they revised multiply. They can finish their composition based on their capacities.
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