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Dimas Pujianto, 2013

A PROCESS-GENRE BASED APPROACH TO TEACHING WRITING

REPORT TEXT TO SENIOR HIGH SCHOOL STUDENTS

(A Case Study)

A Research Paper

Submitted as a Partial Fulfilment of the Requirements of

Bachelor’s Degree in English Education Study Program

By

Dimas Pujianto

(0900705)

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND FINE ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Dimas Pujianto, 2013

A PROCESS-GENRE BASED APPROACH TO

TEACHING WRITING REPORT TEXT TO

SENIOR HIGH SCHOOL STUDENTS

(A CASE STUDY)

Oleh Dimas Pujianto

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

© Dimas Pujianto 2013 Universitas Pendidikan Indonesia

Desember 2013

Hak Cipta dilindungi undang-undang.

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Dimas Pujianto, 2013

PAGE OF APPROVAL

DIMAS PUJIANTO

(0900705)

A PROCESS-GENRE BASED APPROACH TO TEACHING WRITING REPORT TEXT TO SENIOR HIGH SCHOOL STUDENTS

(A Case Study)

Approved by: First Supervisor

Prof. Hj. Emi Emilia, M.Ed., Ph.D. NIP. 196609161990012001

Second Supervisor

Sudarsono M.I., M.A. NIP. 196607051994031004

Head of Department of English Education Faculty of Language and Fine Arts Education

Indonesia University of Education

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Dimas Pujianto, 2013

STATEMENT OF AUTHORIZATION

I hereby declare that this paper entitled A Process-Genre Based Approach to Teaching Writing Report Text to Senior High School Students (A Case Study) is fully my own work, except where due references and ideas that I have properly acknowledged in the paper. I also affirm that this paper contains no material which has been accepted for the awards or any other degree or diploma in any institutions.

Bandung, December 2013

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PREFACE

First and foremost, I would like to express my deepest gratitude to Allah SWT, the Almighty, for His unstoppable blessings and the unconditional love that have brought me this far. Graciousness is also upon Muhammad SAW, the prophet.

This research paper is basically intended to partially fulfil one requirement of bachelor’s degree in English Education Study Program in Indonesia University of Education (UPI). In addition, this study is aimed at finding out the extent of the use of process-genre based approach to teaching writing report text to senior high school students as well as students’ positive responses towards the approach. During the process of accomplishing the study, it is an honour to have been allowed to go through many precious things that lead me to share some knowledge of English Education field with and to give my all best to this study.

This research paper is not the end but the beginning of the true learning process. Any constructive suggestions and inputs are welcomed and expected for the improvements of this research paper and the related study. Hopefully, this research paper would give beneficial experience and contribution for the future researchers of the related study of process-genre based approach and for all readers of this research paper.

Thank you,

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ACKNOWLEDGEMENT

Composing this paper had never been easy for me. Thus, many people have helped me enormously throughout the struggle and I’d like to express thanks to the following great persons.

First, I dedicate this research paper to my late mother, Almh. Sumiati (1953-2011), for the enduring love and unparalleled encouragement during her life, may she rest in peace, amen. My great Daddy, Anwar M., for his innumerable advice and love. Thanks for “ABMI.” My entire family who always remind me to be a better man day by day, my thanking is just not enough, love y’all.

My great supervisors, Prof. Hj. Emi Emilia, M. Ed., Ph.D., as my first supervisor who inspired me much in this study and the precious share of knowledge during the counselling moments. My second supervisor, Sudarsono M.I., M.A., who helped me compose and share ideas with in this study. Without them, I wouldn’t have been able to complete this research paper.

Then, my incredible lecturers, especially Lulu Laela Amalia, M.Pd., Iyen Nurlaelawati, M.Pd., and Ika Lestari Damayanti, M.Ed., who also contributed ideas towards this study and advice during the journey, thank you much. Thanks to Pak Kusnadi, the great staff in Self-Access Centre, never been tired of giving me news about “Sidang” and some “secrets.” The

other fantastic two in the Department: Pak Irvan and Pak Parhan, thanks.

Siti, Astari, Rini, Meilyna, and Nuy, my truly “friends in need are friends indeed,”

merci beaucoup  Malasari and Hikmah, my partners during “rough times” a.k.a. PPL, and

for Linta, Lungguh, and Alep for being good partners during consultation moments, you are just a++mazing  My English Education Class “A” friends for showing me a strong friendship, thanks. Students and teachers from the school where I did my research, your contributions are limitless! Thanks to MC, of course 

Finally, thank you to everyone who has ever helped me out in any way, shape or form, encouragement, support, dedication, and friendship. You know who you are.

Love and Thanks

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A process-genre based approach to teaching writing report text to senior high school students (a case

ABSTRACT

This paper investigates whether process-genre based approach contributes towards students’ writing ability of Report text to one Science class of a state senior high school in Bandung. This study, thus, intends to explore whether teaching stages in process-genre based approach help students improve writing ability of Report text in terms of schematic structure and linguistic features as well as to find out students’ responses towards the approach to their writing ability of Report text. To meet the purposes of the study, a descriptive research design embracing the characteristics of a single-case study was employed (Merriam, 1988; Nunan, 1992; Cresswell, 2012). The data were obtained from classroom observation (preliminary observation and learning process through process-genre based approach), students’ writing products analysis, and interview with students. The basic frameworks of process-genre based approach are practically the synthesis of teaching stages in genre-based and process-based approaches (Badger & White, 2000; Yan, 2005; Lee, et al. 2009; Emilia, 2010). For analysing students’ writing products, six texts from three students representing achievement categories were analysed using the analysis of schematic structure and linguistic features of Report text derived from SFL GBA frameworks (Linguistic and Education Research Network, 1990; Martin, 1992; Gerot & Wignell, 1994; Halliday, 1994; Martin, Mathiessen, & Painter, 1997; Anderson & Anderson, 1997; Christie, 2005; Feez & Joyce, 2006; Hyland 2007; Emilia, 2012). This study revealed that, to some extent, process-genre based approach was helpful to develop students’ ability to write Report text in terms of schematic structure and linguistic features. In addition, from the interview, it was figured out that most students were assisted by the teaching stages in process-genre based approach, specifically on the knowledge of the genre, writing process they went through, and feedback from peers and teacher. Nevertheless, it was identified that low-achieving students needed longer modelling stage as well as teacher-conference to help improve their writing ability. The findings of this study are hoped to make contributions to enrich research about the implementation of process-genre based approach to teaching writing in Indonesia. Furthermore, it is expected to give understanding to other teachers in implementing process-genre based approach to teaching writing with more attention to modelling stage for low-achieving students as well as using the approach for other text types and skills since the approach still fits the English curriculum in Indonesia. Finally, relevant to the findings, it is hoped that teachers can get information to overcome problems related to the implementation of the approach in EFL classrooms in Indonesia.

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A process-genre based approach to teaching writing report text to senior high school students (a case

ABSTRAK

Penelitian ini menginvestigasi apakah pendekatan process-genre berkontribusi terhadap kemampuan menulis teks Report siswa program studi IPA di satu sekolah negeri di Bandung. Studi ini bertujuan untuk mengeksplorasi apakah tahapan pengajaran pada pendekatan process-genre membantu siswa meningkatkan kemampuan menulis teks Report dilihat dari struktur skematik dan ciri kebahasaan yang dimiliki teks Report serta mengidentifikasi tanggapan siswa terhadap pendekatan process-genre dalam kemampuan menulis teks Report. Untuk mendapatkan hasil yang diinginkan, disain penelitian deskriptif dengan menggunakan karakteristik studi kasus diterapkan (Merriam, 1988; Nunan, 1992; Cresswell, 2012). Data diperoleh dari observasi kelas (observasi awal dan proses pembelajaran menggunakan pendekatan process-genre), analisis produk tulisan siswa, dan wawancara kepada siswa. Kerangka dasar dari pendekatan process-genre secara praktik adalah sintesis dari tahapan pengajaran pendekatan genre-based dan process-based (Badger & White, 2000; Yan, 2005; Lee, et al. 2009; Emilia, 2010). Untuk menganalisis produk tulisan siswa, enam teks dari tiga siswa yang mewakili kategori prestasi dianalisis berdasarkan struktur skematik dan ciri kebahasaan teks Report yang diturunkan dari kerangka SFL GBA (Linguistic and Education Research Network, 1990; Martin, 1992; Gerot & Wignell, 1994; Halliday, 1994; Martin, Mathiessen, & Painter, 1997; Anderson & Anderson, 1997; Christie, 2005; Feez & Joyce, 2006; Hyland 2007; Emilia, 2012). Penelitian ini menunjukkan bahwa, pada aspek tertentu, pendekatan process-genre sangat membantu untuk mengembangkan kemampuan siswa dalam menulis teks Report

dilihat dari struktur skematik dan ciri kebahasaannya. Selain itu, data dari wawancara ditemukan bahwa sebagian besar siswa terbantu oleh tahapan pengajaran dalam pendekatan process-genre, khususnya dalam hal pengetahuan

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TABLE OF CONTENTS

PAGE OF APPROVAL ...Error! Bookmark not defined.

STATEMENT OF AUTHORIZATION...Error! Bookmark not defined.

PREFACE ...Error! Bookmark not defined.

ACKNOWLEDGEMENT ...Error! Bookmark not defined.

ABSTRACT ...Error! Bookmark not defined.

TABLE OF CONTENTS ... vii

LIST OF TABLES AND TEXTS ... xi

LIST OF FIGURES ... xiii

CHAPTER I INTRODUCTION ...Error! Bookmark not defined.

1.1 Background of the Study ...Error! Bookmark not defined. 1.2 Purposes of the Study ...Error! Bookmark not defined. 1.3 Statements of the Problem...Error! Bookmark not defined. 1.4 Scope of the Study...Error! Bookmark not defined. 1.5 Significance of the Study ...Error! Bookmark not defined. 1.6 Organization of the Paper ...Error! Bookmark not defined. CHAPTER II THEORETICAL FOUNDATION .Error! Bookmark not defined.

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2.1.2 Genre-based Approach ...Error! Bookmark not defined. 2.2 Process-Genre Based Approach ...Error! Bookmark not defined. 2.3 Teaching Model of Process-Genre Based ApproachError! Bookmark not defined.

2.4 Report text ...Error! Bookmark not defined. 2.4.1 Social Purpose of Report Text ...Error! Bookmark not defined. 2.4.2 Kinds of Report text ...Error! Bookmark not defined. 2.4.3 Schematic Structure of Report Text ...Error! Bookmark not defined. 2.4.4 Linguistic Features of Report Text ...Error! Bookmark not defined. 2.4.5 Sample Texts ...Error! Bookmark not defined. 2.5 Findings on Related Study ...Error! Bookmark not defined. 2.6 Concluding Remark...Error! Bookmark not defined. CHAPTER III RESEARCH METHODOLOGY..Error! Bookmark not defined.

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3.5.1 Theme System ...Error! Bookmark not defined. 3.5.2 Transitivity...Error! Bookmark not defined. 3.5.2.1Material Processes: Processes of DoingError! Bookmark not defined. 3.5.2.2Relational Processes: Processes of Being and HavingError! Bookmark not defined.

3.5.3 Conjunctions ...Error! Bookmark not defined. 3.6 Sample of Text Analysis Procedure ...Error! Bookmark not defined. 3.7 Clarification of Related Terms ...Error! Bookmark not defined. 3.8 Concluding Remark...Error! Bookmark not defined. CHAPTER IV FINDINGS AND DISCUSSIONS .Error! Bookmark not defined.

4.1 Data from Classroom Observation ...Error! Bookmark not defined. 4.1.1 Data from Preliminary Observation ...Error! Bookmark not defined. 4.1.2 Data from Teaching Phases through Process-Genre Based ApproachError! Bookmark not defined.

4.1.2.1Building Knowledge of the Field ...Error! Bookmark not defined. 4.1.2.2Modelling...Error! Bookmark not defined. 4.1.2.3Joint Construction of the Text ...Error! Bookmark not defined. 4.1.2.4Independent Construction of the Text Error! Bookmark not defined. 4.2 Data from Text Analysis of Students’ Writing ProductsError! Bookmark not defined.

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4.2.1.2Linguistic Features of Text 4.1 and Text 4.2 .... Error! Bookmark not defined.

4.2.2 Text 4.3 and Text 4.4 Analyses ...Error! Bookmark not defined. 4.2.2.1Schematic Structures of Text 4.3 and Text 4.4 . Error! Bookmark not defined.

4.2.2.2Linguistic Features of Text 4.3 and Text 4.4 .... Error! Bookmark not defined.

4.2.3 Text 4.5 and Text 4.6 Analyses ...Error! Bookmark not defined. 4.2.3.1Schematic Structures of Text 4.5 and Text 4.6 . Error! Bookmark not defined.

4.2.3.2Linguistic Features of Text 4.5 and Text 4.6 .... Error! Bookmark not defined.

4.3 Data from Interview ...Error! Bookmark not defined. 4.4 Concluding Remark...Error! Bookmark not defined. CHAPTER V CONCLUSIONS AND SUGGESTIONSError! Bookmark not defined.

5.1 Conclusions ...Error! Bookmark not defined. 5.2 Suggestions...Error! Bookmark not defined. BIBLIOGRAPHY...Error! Bookmark not defined.

APPENDICES...Error! Bookmark not defined.

APPENDIX A LESSON-PLANS ...Error! Bookmark not defined.

APPENDIX B RESEARCH OBSERVATION NOTESError! Bookmark not defined.

APPENDIX C STUDENTS’ WRITING PRODUCTS ... 113

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LIST OF TABLES AND TEXTS

Table 2.1 Various Possible Conferences ...Error! Bookmark not defined.

Table 2.2 Modelling Table-plan for Recount Text Error! Bookmark not defined. Table 2.3 Text sample 1...Error! Bookmark not defined.

Table 2.4 Text sample 2...Error! Bookmark not defined.

Table 3.1 Examples of Topical Theme ...Error! Bookmark not defined.

Table 3.2 Examples of Textual Theme ...Error! Bookmark not defined.

Table 3.3 Example of Material Process ...Error! Bookmark not defined.

Table 3.4 Example of Material Process ...Error! Bookmark not defined.

Table 3.5 Example of Relational Process ...Error! Bookmark not defined.

Table 3.6 Example of Relational Process ...Error! Bookmark not defined.

Table 3.7 Examples of Conjunctions ...Error! Bookmark not defined.

Table 3.8 Text Analysis Procedure of Student’s Final Writing ProductError! Bookmark not defined.

Table 4.1 Building Knowledge of the Field through Listening (I)Error! Bookmark not defined.

Table 4.2 Modelling stage ...Error! Bookmark not defined.

Table 4.3 Schematic Structure ...Error! Bookmark not defined.

Table 4.4 Modelling Stage (Deconstruction of Text 1)Error! Bookmark not defined.

Table 4.5 Modelling Stage (Deconstruction of Text 2)Error! Bookmark not defined.

Table 4.6 Guided-Instruction for Joint Construction StageError! Bookmark not defined.

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Text 4.1 Report Text about Dog (Draft/Low-Achieving Student)Error! Bookmark not defined.

Text 4.2 Report Text about Dog (Final/Low-Achieving Student)Error! Bookmark not defined.

Text 4.3 Report Text about Elephant (Draft/Middle-Achieving Student)Error! Bookmark not defined.

Text 4.4 Report Text about Elephant (Final/Middle-Achieving Student)Error! Bookmark not defined.

Text 4.5 Report Text about Horse (Draft/High-Achieving Student)Error! Bookmark not defined.

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LIST OF FIGURES

Figure 2.1 A model of writing in process-based approachError! Bookmark not defined.

Figure 2.2 A sample of brainstorming from a student in EFL classroomError! Bookmark not defined.

Figure 2.3 Martin’s model of genre ...Error! Bookmark not defined.

Figure 2.4 Teaching Cycle of SFL GBA ...Error! Bookmark not defined.

Figure 4.1 Technical Terms Used in Report Text .Error! Bookmark not defined.

Figure 4.2 Explanation of Report Text on Presentation SlideError! Bookmark not defined.

Figure 4.3 Students Group-Working on Joint Construction Stage.Error! Bookmark not defined.

Figure 4.4 Independent Construction Stage ...Error! Bookmark not defined.

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CHAPTER I

INTRODUCTION

This chapter introduces the background of the study, purposes of the study, and statements of the problem. In addition, this section elaborates the scope of the study, significance of the study, and the organization of the paper.

1.1 Background of the Study

People exchange information often in the form of written language that has different contexts and they can easily find them everywhere. Flowerdew (1993, p. 307, cited in Badger &White, 2000, p. 155) states that people have a wide range of writing – “such as sales letters, research articles, and reports – linked with

different situations.” Then, it can be said that writing skill has been an integral part for people’s lives and been a great focus by experts to explore possible approaches to teaching writing at schools, especially for EFL learners, to help them learn writing appropriately, depending upon their needs and goals.

Teaching writing for EFL learners is challenging since, as what Kim and Kim (2005, p. 68) argue, EFL learners mostly face “time constraints in learning writing.” A survey conducted in 1999 by Alwasilah then further revealed that the overemphases of writing practices in EFL classrooms in Indonesia were only on

“spelling, word formation, vocabulary, grammar, and theories about writing” (2001, p. 25) which disregarded the context, students’ needs, and goals. It was also informed that writing session in class consisted of very few acts of writing,

saying that “practice of writing does take place in the class, yet it contributes almost nothing to the build-up of writing skills” (Alwasilah, 2001, p. 25).

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step for each, namely process-based approach and genre-based approach (Halliday, 1994, cited in Kim & Kim, 2005, p. 73). However, some experts argue that each approach still has limitations. Hyland (2003, p. 24) says that process

approach tends to “assume all writing uses same process.” While genre-based

approach, Hyland states that the approach “can lead to over attention to written

products” (2003, p. 24) and “learners may be too dependent on teacher” (Nordin

& Mohammad, 2006, p. 79).

Then process-genre based approach to teaching writing was developed (Badger & White, 2000; Yan, 2005; Lee, et al. 2009) which is a synthesis from the teaching principles of genre-based and process-based approaches. This approach is aimed at giving chance for “students to provide themselves with sufficient knowledge of certain features of genres (social contexts) and the nature of writing itself” (Nordin & Mohammad, 2006) and also giving students relevant inputs to a “specific context, purpose, and audience” (Lee et al, 2009, p. 5) in addition to the recursive act of writing, especially for EFL learners. Departing from that, many studies have been administered to see the implementation of process-genre based approach in writing EFL classes that proved the development

and enhancement of students’ writing practice, ability, and products (Kim & Kim, 2005; Nordin & Mohammad, 2006; Foo, 2007).

In Indonesia, however, only few studies related to writing through process-genre based approach while the English curriculum in Indonesia still requires students to write different text types and one of them is Report text as the focus of the research. Thus, this study, expected to fill the gap of the research in process-genre based approach, aims to find out the extent contribution of process-process-genre

based approach to senior high school students’ writing ability of Report text and to find out students’ responses to process-genre based approach to their writing ability through a case study.

1.2 Purposes of the Study

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1. finding out whether process-genre based approach contributes to

students’ ability in writing Report text, and

2. finding out students’ responses towards process-genre based approach to their writing ability.

1.3 Statements of the Problem

The study, then, addresses the following questions:

1. Does process-genre based approach contribute to students’ ability in writing Report text?

2. What are students’ responses towards process-genre based approach to their writing ability?

1.4 Scope of the Study

This study focuses on whether process-genre based approach contributes to

senior high school students’ writing ability of Report text in terms of the

schematic structure and linguistic features and the learning process through process-genre based approach. In addition, it focuses on students in one class of state senior high school in Bandung grade XI in the first semester studying Report text and the topic is about animal phenomena, which is in line with the English curriculum for senior high school students.

Then, six writing products from three students were selected to be analyzed. The analysis is based on the schematic structure and linguistic features of Report text. Finally, students’ responses towards the approach were identified through interview focusing on the learning process using process-genre based approach in

general, students’ writing ability development, the use of learning material or

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1.5 Significance of the Study

This study is significant from three perspectives. Theoretically, this study is expected to enrich research about the implementation of process-genre based approach to teaching writing in Indonesia. The study is also expected to make contribution to the understanding of basic principles and teaching model of process-genre based approach for EFL classrooms in Indonesia, to the teaching practice of writing in particular. It is also hoped that future research can make contribution to the possibility of using process-genre based approach to teaching other language skills that suit students’ needs and goals and to find an alternative approach of EFL teaching in Indonesia as well.

Practically, the study can give information to other teachers in implementing process-genre based approach to teaching writing for different text types and topics. Through process-genre based approach, variations of activities are developed by teachers so that it can help the practice of teaching writing in the

classroom based on students’ needs and goals. Additionally, the research is

conducted to facilitate students to practice writing better through process-genre based approach. Their ideas are bridged towards the process-genre based approach to help them write. Then, by the help of teacher, students’ scaffolding to the process of writing and enhancement of their knowledge about social purposes of different text types are assisted.

1.6 Organization of the Paper

The research is comprised of five chapters. Each chapter is subdivided into subtopics that will be further elaborated in the investigated problems.

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CHAPTER II is the theoretical foundations of the study consisting of the review of approaches to teaching writing; process-based approach and genre-based approach. Then, the elaborations of process-genre genre-based approach as well as the teaching model of process-genre based approach are demonstrated. Brief overview towards Report text and the conclusion of the chapter are presented in this chapter.

CHAPTER III is the research methodology. In this chapter, research site and participants, research design and method, data collection and data analysis techniques are put forward. In addition, an overview of Systemic Functional

Linguistic as the tool for analysing students’ texts, clarification of related terms, and concluding remark of the chapter are exposed.

CHAPTER IV is the findings and discussions of the data collected. The findings and discussions of the data were obtained from preliminary observation and teaching phases of process-genre based approach. In addition, students’ writing products are discussed as well as the results from students interview used in the study is put forward. The concluding remark ends the chapter.

CHAPTER V is the conclusion and suggestions from the findings and discussions. It elaborates the conclusion of the research and what suggestions given to future research.

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CHAPTER III

RESEARCH METHODOLOGY

This section is intended to elaborate aspects related to research methodology that is used in the study. Site and participants of the study, research design and methods, data collection, and data analysis techniques are explained. The clarification of related terms and concluding remark are also informed.

3.1Site and Participants of the Study

The research was conducted in one state of senior high school in Bandung. The reason of choosing the school was that the school is accessible since the teaching practicum was conducted at the school in the previous academic year,

thus, the school characteristics as well as the teacher’s had already been known.

Consequently, the feasibility of the study was supported (Emilia, 2008, p. 39). Since the observation focused on the learning process through process-genre

based approach and students’ writing practice and products, then one class of XI

Science consisting of 39 students was chosen as the participants of the research, which was class XI Science 3. Three students representing three categories of achievements were selected, as a result from the discussion between the researcher and the teacher, to be analyzed the writing products. The class was also recommended by the teacher since the students were considered active and highly motivated compared to other classes. The class was also considered supportive for the study.

3.2Research Design and Methods

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explore whether the implementation of process-genre based approach contributes

to students’ writing ability of Report text. Thus, in the present study, the case was represented as a teaching approach consisting of steps to form sequential activities given to the students (Creswell, 2012, p. 465, see also Merriam, 1988, p. 13) to certain practice (writing). In other words, in the present study, a single-case study

was conducted while an “intervention” took place at the same time as the researcher implemented something “to the subject (re. Students) being investigated” and gained an in-depth results of what happened (Nunan, 1992, p. 82).

Then, the study also sought the explanation of students’ responses towards

process-genre based approach to writing Report text towards their writing ability of Report text. The result of the study, also, would not be attempted to be generalized beyond the case (Stake, 1995). The researcher acted as both teacher and observer (participant observation role) in order to avoid suspect self-reported data, to guide the identification of the data to be more focused, and to lessen reporting biases (Bernard, 2006). This research can be said as an experimental research since a treatment was given to achieve the object of the study but the

difference was the study did not attempt to “set up experimental and control groups” as in experimental research design (Nunan, 1992, p. 82).

3.3Data Collection Technique

As a single-case study research, developing a profound understanding towards the case was needed; therefore, three data collection techniques were used in this study, namely classroom observation for one and a half months, document analysis, and interview in the last day of the research.

3.3.1 Classroom Observation

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minutes). Classroom observation was employed in the study because the data from classroom observation gave detailed descriptions of learners and the

observation was made at “periodic intervals for an extended period of time”

(Mackey & Gass, 2005, p. 171).

Classroom observation was divided into two stages; they were preliminary observation stage and the implementation of process-genre based approach stage. The preliminary observation stage, conducted from August, 28 2013 until

September, 5 2013, was carried out to gain relevant data related to students’

writing products prior to being introduced to the implementation of process-genre

based approach, students’ behaviour towards writing practice in the classroom, and problems faced by students in learning text types in English, especially towards the practice of writing.

The first thing that was observed in the preliminary observation was the total number of the students which is 39 students, like other big classes in

Indonesian’s public schools. Then, the results from preliminary observation were

used as guidance to create lesson plans for learning process during the implementation of process-genre based approach. The implementation stage was intended to put into practice the process-genre based approach.

Video recording was not used in preliminary observation, therefore, the researcher made observation notes (see Appendix B) right after the observation

was finished, when “the memory of observation is still fresh” (van Lier, 1988, p.

241, cited in Emilia, 2008, p. 43) to avoid missing information from the research. The classroom observation will be elaborated and discussed in Chapter IV in this paper.

3.3.2 Document Analysis

The document analysis was carried out during the research, specifically on

students’ writing products (draft and final writing) and the English curriculum for

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curriculum for senior high school grade XI. The analysis focused on the Competence Standard and Basic Standard for writing skill of Report text. The curriculum analysis was very important to do because this analysis provided the researcher with proper sources and helped the researcher find suitable topic for the students. Emilia encouraged this kind of analysis to keep the research as well as

the researcher “on the right track” (2008, p. 44).

The last analysis and also the important data to analyze was students’

writing products consisting of draft and final writing. The draft and the final writing products were collected from the learning process using process-genre based approach and will be discussed in data findings and discussions in Chapter IV. As mentioned earlier, three students (6 texts) representing achievement categories were selected to be analyzed the writing products (draft and final program to the students, in which the interview was recorded and transcribed. The formal interview was done in the form of individual interview. The informal

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were also asked to provide the teacher with expected future teaching practice of

writing in the classroom and adequate students’ needs and goals.

All interviews were audio recorded and took place in the language laboratory. When one student was being interviewed, the others had to wait outside the laboratory. The duration of interview for each student was five to six minutes depending on the extent of the answers the students proposed. The interview was also conducted in Indonesian language to give students more freedom, comfort, and no burdens when answering the questions as well as to avoid misunderstanding to the questions and answers. The discussion of the interview result is presented in Chapter IV.

3.4Data Analysis Technique

As a single-case study using participant-observation role, the data analysis was conducted for two stages: during the implementation of the approach in the learning process and at the end of the research, focusing on interview and

students’ writing products data analysis. The description of preliminary

observation and learning process was noted down using researcher’s field notes.

Meanwhile, students’ texts were analyzed in terms of the description of

schematic structures and linguistic features of Report text as proposed by the Linguistic and Education Research Network (1990), Anderson and Anderson (1997), Christie (2005), Feez and Joyce (2006), Hyland (2007), and Emilia (2012) on the basis of SFL GBA (See Section 3.5), thus, no specific rubrics were used. The analysis of interview used the descriptive analysis procedure (Sugiyono, 2008) by transcribing the audio recording, interpreting it, and concluding

students’ responses on the interview based on the theme of each question

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3.5Systemic Functional Linguistics as the Tool for Text Analysis

In the elaboration of process-genre based approach in Chapter II, it was mentioned that the influence of genre-based approach was obvious in the teaching

steps. Moreover, to analyze students’ texts, the analysis of schematic structure and linguistic features of Report text was used. The analysis of schematic structure and linguistic features of Report text are the derivation from Systemic Functional Linguistics Genre-Based Approach (SFL GBA). Therefore, in this study, to give a thorough overview, SFL GBA as the tool for text analysis is explained in the following section.

Learning language through SFL GBA is influenced by the systems of register (Emilia, 2012, p. 6) on how the message is transferred (mode), spoken or written, how the message is intended to certain people (tenor), and the information based on the context (field or subject matter) (Badger & White, 2000; Emilia, 2012). According to Emilia (2012, p. 6), the systems of register mentioned above need to be greatly emphasized to the students in order for them to understand what is being talked about in the text (topic or field), to whom the text is intended to (tenor), and what kind of media the students use to deliver the message, in this case is through written language (mode).

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Dimas Pujianto, 2013 3.5.1 Theme System

The theme system in SFL GBA exposes the organization of information in the text in every clause in the sentence (Martin, 1992; Martin, Mathiessen, & Painter, 1997, p. 21, cited in Emilia, 2008; 2010). The theme system is realized through a structure where the clauses are divided into two parts: a Theme and a

Rheme. Theme is described as the “point of departure” of a sentence (Lock, 2005,

p. 222) and the rest of the clause in the sentence is called Rheme. In the theme system, there are three types of Theme in SFL GBA, they are topical (experiential), interpersonal, and textual themes (Eggins, 1994, cited in Emilia, 2008; Lock, 2005). Since the study focuses on Report text, the types of Theme that are prominent are topical and textual themes.

Topical theme, according to Gerot and Wignell (1994) and Martin, Matiesses, and Painter (1997, p. 24, cited in Emilia, 2008), is the first element occurs in the clauses stating one type of “representational meaning.” Emilia says that this kind of Theme is realized through the structure of Transitivity as

“participant,” “circumstances,” or “process.” Gerot and Wignell inform a topical theme that acts as “Subject” is called “unmarked” (1994, p. 104) while “marked topical theme” is “a topical theme which is not the Subject” (1994, p. 104).

Table 3.1 Examples of Topical Theme

Participant as the Theme Dog Is a mammal.

Circumstance as the Theme

Sometimes Whale leaps out of the water.

Topical theme Rheme

Textual theme is the element which does not state either interpersonal or

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Table 3.2 Examples of Textual Theme

Relative Horse is a mammal that belongs to the taxonomic of family Equidae.

Coordination So, it can eat grass with tongue. 3.5.2 Transitivity

System of transitivity is used to identify different types of representation of the clause (Gerot & Wignell, 1994). Transitivity system, according to Halliday

(1994a, p. 106, cited in Emilia, 2008, p. 50) is “the world of experience into a

manageable set of process types.” There are six types of different processes in transitivity, namely: material, mental, verbal, relational, behavioural, and existential. Gerot and Wignell also add that there are three categories that belong to transitivity; they are circumstances, processes, and participants (1994). However, in Report text, the processes that are used are material and relational processes.

3.5.2.1Material Processes: Processes of Doing

Material processes explain how something is doing physically (Gerot & Wignell, 1994) or “construe doing or happening” (Halliday, 1994a, p. 110; Butt, et al. 2000; Eggins, 1994; Thompson, 1996; Martin, Mathiessen, & Painter, 1997,

cited in Emilia, 2008, p. 50). This type of process answers the questions of “what X is doing?” or “What happened?” (Emilia, 2008, p. 50). The example below is taken from students’ texts.

Table 3.3 Example of Material Process

Dogs Run Fast

Actor Process: Material Circ.: manner Table 3.4 Example of Material Process

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3.5.2.2Relational Processes: Processes of Being and Having

In Report text about animal, relational process is very dominant because it relates the generic participants (animal under discussion) to the identification or the description (attribute) (Butt, et al., 2005, p. 58, cited in Emilia, 2008, p. 51). As informed by Gerot and Wignell, relational processes can be categorized based

on the topic is being used to “identify something…or to assign a quality to someting” (1994, p. 67). There are two core roles of participants in relational

processes: Carrier + Attribute in attributive processes and Token + Value in identification clauses. The relational processes in Report text about animal written by the students in this study were attributive rather than identifying as exemplified in the following tables.

Table 3.5 Example of Relational Process

Whale Is one of giant fish.

Carrier Attributive: intensive Attribute

Table 3.6 Example of Relational Process

Horse has strong feet.

Carrier Attributive: possessive Attribute

In Report text, the use of relational process is the key since this type or

process creates “an ordered technical vocabulary and a way of classifying the world” (Gerot & Wignell, 1994, p. 68).

3.5.3 Conjunctions

Conjunctions in Report text help the reader build in-depth cohesion in the text (Halliday 1994a, p. 324, cited in Emilia, 2008, p.52). Conjunction acts as the

relating words used by the writer to create and express “logical relationship

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(Halliday, 1994; Eggins, 1994, cited in Emilia, 2008). From the texts made by the students, the majority of conjunction that was used is extension that refers to the relationship of adding information or ideas or variation by changing the meanings of another by contrasting or qualifying (Halliday, 1994, p. 105, cited in Emilia, 2010). Familiar conjunctions which are used to express this relation are: and, also, moreover, in addition, nor, but, yet, on the other hand (Emilia, 2010, p. 27). The

examples from students’ text are shown below.

Table 3.7 Examples of Conjunctions

Types of Conjunctions Example Sample sentence

Extension And Giraffe usually lives in savannas,

grassland, and woodlands.

Extension Unlike Unlike most mammals, whales

are…

The explanation of SFL GBA in the above section is used as the tool for

students’ texts analysis in terms of the schematic structure and linguistic features of Report text. The brief procedure of text analysis is demonstrated in the next part.

3.6Sample of Text Analysis Procedure

As mentioned in the data analysis technique beforehand, students’ draft and

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Table 3.8 Text Analysis Procedure of Student’s Final Writing Product

Whale

Whale is a wild animal and lives in the sea. Whale belongs to mammal.

Whale has a long and large body. The skin is smooth and shiny. The largest species of whale is blue whale. Whale has a hole on its back and the function is for air circulation when the whale is in the water. Whale is different from other mammals. For example, most mammals have legs but whale doesn’t. Whale looks rather like a fish.

Sometimes, whale leaps out of the water which is also known as cresting. Whale likes to breach when it is in the group. Whale can swim fast. When it rises and holds position partially out of the water, the movement is called spyhopping. “Lobtailing” is the act of the whale lifting. It flunks out of the water and brings it down again. Whale eats the planktons.

Whale has a special sound to go somewhere. Whale breathes air like other mammals. The whale’s ears have specific adaptations to the marine environment. Whale is easy to teach and learn. That’s why the whale is always in the circus exhibition (sea world).

The text was made by one student from high achievers group. The text was the final writing product after going through three times of drafting, revision, and editing. The first analysis identifies the schematic structure of the text. In Table 3.8, the student could write the information in a well-organized structure. This is proven by the well-structured classification of information in each paragraph in the text. As explained in Chapter II, Report text is divided into two main paragraphs; they are general classification and description(s).

The text provided the suitable title “Whale” for since it only described

Whale” in general and it belongs to the social purpose of Report text (See

Chapter II). The student also wrote a good general classification paragraph, while only exposing the class of whale which is mammal and described that “Whale is a wild animal.” The student also added “… lives in the sea” as the general

classification of the topic since general classification in Report text only provides the brief information of the phenomenon under discussion (See Chapter II).

Then, in the next paragraphs, the student could specifically divide the

description paragraphs into several aspects to elaborate from “Whale.” The second

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tells about the description of habits, and the last paragraph describes the quality of

the whale. The student could use related technical terms about “Whale,” for

example in paragraph three when she described the habits of cresting or “leaping out” from the “Whale.”

The schematic structure analysis then moves to the linguistic features of Report text. In Report text, the use of generic participant (generalised participant) is dominant, since the discussion is only about general phenomenon happening in the environment. The student used “Whale” as the main generic participant. Then,

she also wrote “the skin” in paragraph two and “the whale’s ears” in the last

paragraph. Those words are included in generic participants because they only focus on certain description of a “whale.” Then, in paragraph two the student

wrote, “Whale has a long and large body,” “The largest species of whale is blue

whale,” “Whale belongs to mammal”in paragraph one, and “Whale has a special sound to go somewhere” which show an appropriate use of relational verb (be). In Report text, the use relational verbs or linking verbs are prominent because the descriptive language that is used in Report text is factual and precise (Emilia, 2012, p. 88).

Table 3.8 is one example of Report text that was produced by one student, a high achiever student. The student could differentiate between Report text and descriptive text (See Chapter II) and used several linguistic features of Report text in the final product. The student went through three times of drafts, where students got peer feedback, class-conference feedback from teacher, and

one-on-one feedback from teacher. The detail analysis students’ writing products and its

discussion are explained further in Chapter IV. 3.7Clarification of Related Terms

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Dimas Pujianto, 2013 a. Report text:

In Chapter II, the explanation of Report text has been discussed. In this section, a clarification of Report text is based on the type of Report text that the

researcher used in the study. According to digital Cambridge Advanced Learner’s Dictionary (2008), report means “a description of an event or situation,” while Gerot and Wignell (1994) state that Report text functions “to describe the way things are, with reference to a range of natural, man-made, or social phenomena in

our environment.” To conclude, Report text means a text type that is used to

describe general phenomena in the environment, focusing on generic participants under discussion.

In this study, the researcher chose animal phenomena as the topic, since in an informal interview with the students during the preliminary observation stage the students wanted to learn more about animal phenomena. The selection of the topic

was also in line with students’ study program that is Natural Science and they had learned about animal’s anatomy and kingdom. The text sources for modeling and

joint construction were taken from the textbook of English Zone for XI grade Senior High School (2008), http://understandingtext.blogspot.com/ (2007), and other related sources. The selection of the source texts also used the text analysis to see if the texts were coherent and cohesive (Emilia, 2012, p. 8-9). The topic for

students’ independent construction was selected by the teacher based on students’

attendance list (See Chapter IV). The topic was still in line with the English curriculum for senior high school students, the technical terms, and other linguistic features of Report text that were given during modeling, reinforcement, and joint construction stages.

b. Process-Genre Based Approach

As the main focus of the study, this has to be clarified to guide the research. Process, quoted from digital Cambridge Advanced Learner’s Dictionary (2008), is

“a series of actions that you take in order to achieve a result,” while genre is “a style, especially in the arts, that involves a particular set of characteristics”

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based approach to writing is an approach using a series of actions of writing to particular genres based on the social purpose of the text types.

According to Badger and White (2000), process-genre based approach treats

writing as the “cover the process by which writers decide what aspects of the topic should be highlighted, as well as the knowledge of the appropriate language.”

Therefore, besides knowledge of the social purpose of the text type students have to write, they also are familiarized with the process of composing the intended text. In this study, the teaching model of process-genre uses the synthesis of genre-based and process-based teaching models (See Chapter II).

c. Students’ Writing Product

As mentioned beforehand, students’ writing products were used as the main focus to see students’ writing ability progress resulted from process-genre based

approach. In this study, students’ writing products were collected, analyzed, and

discussed from their writing drafts and their final products. The analysis was based on schematic structure and linguistic features of Report text. The topic was selected by the teacher. Students looked at the writing guidance in composing the text. Most students went through two or three times of drafting, revising, and editing.

3.8Concluding Remark

This chapter has described important aspects related to research methodology of the study. It has also been elaborated, like action research in general, this research is basically aimed at improving teaching writing practice in the classroom and especially to help students improve their writing ability through process-genre based approach.

This chapter also has explained the data collection technique and analysis and the background of choosing the techniques. Furthermore, an overview of SFL

GBA as the tool for analyzing students’ texts has already been discussed as the core element for exploring students’ writing products of Report text in terms of

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guided the researcher to analyze students’ writing ability progress as well as the sample of text analysis from students’ writing product. After explaining related

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CHAPTER V

CONCLUSIONS AND SUGGESTIONS

Chapter V is the final chapter of the paper presenting the conclusions that are drawn from the findings and discussions in the previous chapter and from the research questions proposed in Chapter I. This chapter also provides the suggestion related to the use of process-genre based approach to writing for EFL students.

5.1Conclusions

This single case study research has investigated and explored the implementation of process-genre based approach to teaching writing Report text in one state senior high school in Bandung. This research is aimed at finding out to what extent process-genre based approach contributes to students’ ability in writing Report text, and finding out students’ responses towards process-genre based approach to their writing ability.

The data from this study has drawn several conclusions in relation to the research questions proposed in Chapter I in this study. The conclusions can be elaborated as in the following.

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Furthermore, as mentioned by Badger and White (2000), the underlying frameworks of genre-based and process-based approaches are complementary rather than contradictory to teach students writing any different text types. Besides, process-genre based approach is used not only to improve students’ writing ability in general, proven by the classroom observation and interview, students’ skills in listening and reading comprehension were also facilitated as suggested by Emilia (2012). Teaching language through texts and teaching writing and reading as an entire text as suggested in the 2006 curriculum for senior high school students and the use of process-genre based approach as the media of learning process make students comprehensively understand the texts as a whole, including the schematic structure and linguistic features of the genre in general. Process-genre based approach can help students learn English language specifically on the writing skill.

Besides, from the classroom observation during the implementation of the approach interview, students’ writing ability of Report text was enhanced and developed in majority, except for the low-achieving student. Significant problems in terms of schematic structure and linguistic features were not found in middle- and high-achieving students because they developed their writing ability of Report text through process-genre based approach resulting from the teaching steps and recurring act of writing process. While for the low-achieving students, as concluded in Chapter IV, they need more attention to the individual’s development.

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The learning sources that were used and activities that happened in the classroom during the research facilitated the students to learn English because the sources and the activities gave them new learning atmosphere that stimulated their understanding of the materials in Report text. The scaffolding that is echoed by Christie (2005), Hyland (2007), Lee et al. (2009) in process-genre based approach generally supports students’ needs to learn writing, although a few students still need more exposures in certain learning stages such as the explicit teaching in the modelling stage and group work issues in joint construction stage as revealed in the observation and interview. Related to Report text, the students now could distinguish between Report text and Descriptive text that are somewhat similar to each other in terms of the social purpose. In addition, their linguistic performance of Report text was in general increased and developed.

The students’ needs that are facilitated through process-genre based approach show that the approach is not rigid since it adopts the principles of genre-based approach that the teaching stages in process-genre based approach can be started anywhere depending upon the needs and characteristics of students in the classroom. If students have sufficiently comprehended the texts and the social purposes of the genre in terms of the schematic structure and linguistic features, then, joint construction stage can be skipped as found in the learning process. In relation to the genre knowledge of Report text through process-genre based approach, the findings from treatment stage and interview show that students improved their knowledge of a text, in this study is Report text, because that was the first time they learned how to identify and analyze a text type to achieve the social purpose from the schematic structure and linguistic features of Report text. It can be the main modal for students to start using their new knowledge when learning other text types.

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the process of writing, the majority of students were assisted to the recurring activities to their writing products when doing peer feedback and conference. They could know what to improve from the feedback, especially from one-on-one feedback from the teacher.

Although the study found satisfactory results from the implementation of process-genre based approach to teaching writing Report text, several aspects have to be considered by the teachers who want to implement process-genre based approach in the big classroom as found in the study. The big classes make teachers hard to correct all students’ writing products, although peer feedback occurs. In addition to big classes, other big issues that might impede the implementation of the approach are the varied topics, materials, and skills that teachers have to pursue in one academic year. The varied topics, materials, and skills to pursue are so complex that may not lead teachers to implement process-genre based approach comprehensively and detailed. Therefore, teachers’ comprehensive knowledge and understanding towards the concept of process-genre based approach as well as the topics and materials are truly required as the determiner of the successful learning in the classroom.

5.2Suggestions

Related to the study of contribution of process-genre based approach to teaching writing in the classroom and students’ responses towards the approach, several suggestions are given to the future research and studies related to the topic:

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2. In terms of data analysis of students’ writing products, the next research is expected to do comprehensive analysis of every student’s writing products to give holistic description of each individual in the classroom.

3. Since every student is a unique individual, therefore, in the future the research can give more time to the modelling stage for students who need more than one time of explicit teaching.

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Gambar

Figure 2.2 A sample of brainstorming from a student in EFL classroomError! Bookmark not defined.
Table 3.1 Examples of Topical Theme
Table 3.3 Example of Material Process
Table 3.5 Example of Relational Process
+2

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