THE USE OF SONGS AS A PROMPT IN GENRE-BASED APPROACH IN TEACHING NARRATIVE TEXT : A Case Study in a Senior High School in Bandung.

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Sintia Hamidah Ilyasa, 2013

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text

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

The Use of Songs as a Prompt in Genre-based

Approach in Teaching Narrative Text

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

A PAPER

Submitted to the English Department of FPBS UPI as a Partial Fulfillment

of Requirements for Sarjana Pendidikan Degree

By:

Sintia Hamidah Ilyasa

0807340

ENGLISH EDUCATION DEPARTMENT

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2013

The Use of Songs as a Prompt in Genre-based

Approach in Teaching Narrative Text

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

Oleh

Sintia Hamidah Ilyasa

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

Februari 2013

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Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

PAGE OF APPROVAL

The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text: A Case Study in a Senior High School in Bandung

A Paper

By

Sintia Hamidah Ilyasa

0807340

Approved By

First Supervisor Second Supervisor

Emi Emilia, M.Ed., Ph. D. Ernie D. Ayu Imperiani, M.Ed NIP. 196609161990012001 NIP. 197809222010122001

Head of English Education Department Faculty of Language and Arts Education

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ABSTRACT

The research paper entitled, “The use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text: a Case Study in a Senior High School in Bandung”, aimed to examine in what stages of the genre-based approach (GBA) that songs as a prompt can be incorporated in teaching narrative text. Moreover, the study investigated to what extent songs as a prompt can help the students in writing narrative text. This study was conducted in one senior high school in Bandung using a case study research design. The data were collected from the observations, document analysis, and interview.

The findings of this study show that, songs can be incorporated in every stage in GBA including Building Knowledge of Field, Modeling of Text, Joint Construction, and Independent Construction. Furthermore, the analysis reveals that songs as a prompt can help the students to write narrative text in several aspects, as in helping the students to understand context and social purpose of narrative text, generating ideas to write narrative texts, enhancing students’ vocabularies and the use of expressions in writing narrative text, and promoting students’ motivation. Regarding this, it is recommended to use songs a as a prompt incorporated in GBA to teach writing in any text types, such as descriptive, recount, etc.

Keywords: Genre-based Approach, Songs, Writing Prompt, Narrative Text

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TABLE OF CONTENT

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGMENT ... iv

ABSTRACT ... vi

TABLE OF CONTENT ... vii

LIST OF FIGURES ... xi

LIST OF TABLES ... x

CHAPTER I INTRODUCTION ... 1

1.1 Background ... 1

1.2 Research Question ... 3

1.3 Aims of Study ... 3

1.4 Scope of Study ... 3

1.5 Significance of Study ... 4

1.6 Clarification of Related Terms ... 4

1.7 Paper Organization ... 5

CHAPTER II LITERATURE REVIEW ... 7

2.1 Writing ... 7

2.2 Teaching Writing ... 8

2.3 The Genre-based Approach ... 10

2.4 Narrative Text ... 18

2.4.1 Schematic Structure of Narrative Text ... 18

2.4.2 The Language Features in Narrative Text... 19

2.4.3 Types of Narrative Text ... 20

2.5 Songs as Prompts for Teaching Narrative Writing ... 20

2.5.1 Definition of Writing Prompts ... 20

2.5.2 Definition of Songs and Songs as Writing Prompts ... 21

2.6 Writing Assessment ... 23

2.7 Previous Study ... 23

2.8Concluding Remark ... 24

CHAPTER III METHODOLOGY ... 25

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3.2 Site and Participant ... 25

3.5.1 Data Analysis from Observation ... 29

3.5.2 Data Analysis from Interview ... 29

3.5.3 Data Analysis from Written Documents ... 30

3.6 Concluding Remark ... 33

CHAPTER VI DATA PRESENTATIONS AND DISCUSSION ... 34

4.1 Findings and Discussions from Observations ... 34

4.1.1 The Implementation of the Genre-based Approach Incorporated with Songs a Prompt in Teaching Narrative Text………... 35

4.1.1.1The Activities before the Teaching Program………. 35

4.1.1.2 Implementing GBA Incorporated with Songs as a Prompt in Teaching Narrative Texts………. 37

4.1.2 To What Extent Songs as a Prompt in Genre-based Approach Help the Students in Writing Narrative Text………. 45

4.1.3 Summary from Findings and Discussions from Observations... 46

4.2 Findings and Discussions from Documents Analysis ... 47

4.2.1 Summary of Findings and Discussion from Document Analysis 53 4.3 Findings and Discussions from Interview ... 53

4.3.1 The Implementation of Genre-based Approach Incorporated with Song in Teaching Narrative Text ... 54

4.3.2 To What Extent Songs as a Prompt in Genre-based Approach Help the Students in Writing Narrative Text ... 55

4.3.3 Summary of Findings and Discussion from Document Analysis .. 56

4.4 Concluding Remark ... 57

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS ... 58

5.1 Conclusions ... 58

5.2 The Limitations of the Study ... 59

5.3 Recommendations ... 59

BIBLIOGRAPHY ... 61

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LIST OF FIGURES

Figure 2.1 Teaching Learning Cycle of SFL GBA

Figure 4.1 Students’ Text from JCOT Stage

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LIST OF TABLES

Table 2.1 Elements of Writing Pedagogy

Table 2.2 Kind of Texts in SFL GBA

Table 3.1 Assessment from Education Department of Western Australia

Table 4.1 The Lyrics of “Speak Now” Song

Table 4.2 Example of “Missing Lyrics”

Table 4.3 Example of Narrative (Fiction) Text

Table 4.3 The Lyrics of “Don’t Speak” Song

Table 4.5 The Example of Narrative Text Written by the Teacher

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The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu[Type text]

CHAPTER 1 INTRODUCTION

1.1 Background of the Study

Writing as a productive skill is an important skill in English. Regarding this issue, it is not

surprising that the teaching of writing is emphasized by the government in many countries, both

in advanced countries (like Australia, the US) and developing ones (like Indonesia) (Emilia,

2010). Therefore, it is obvious that writing has to be an inherent part of teaching English

(Rozimela, 2004).

In Indonesian context, the government’s concern with students’ English writing skill can be

seen in the 2004 curriculum of English, which emphasizes on the teaching of writing apart from

the other skills. The 2004 curriculum has adopted an approach to the teaching of writing, which

was developed in Australia that encourages students to write different text types, namely the

genre-based approach. When the approach was adopted in Indonesia, it represented a major

departure from past practices (Emilia et al, 2010).

The genre based approach or also known as GBA is an approach which refers to teaching

learners how to make use of language patterns to create coherent, purposeful composition

(Hyland, 2003). This approach has largely drawn on systemic functional linguistics theory (e.g.

Halliday, 1994; Martin, 1997; Johns, 2002a; Derewianka, 2003; Schleppegrell, 2008; Emilia,

2011). This approach has been employed in many native, EFL and ESL countries, as it is

reported that, “educators in countries as diverse as Singapore, South Africa, USA, Italy, Hong

Kong, Australia, UK, China, Canada, Sweden and Thailand are employing genre-based

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However, in the implementation of genre-based approach in Indonesia, there were some

challenges and it was particularly triggered by teachers’ insufficient understanding of the

implementation of GBA (Triastuti, 2011). To overcome this problem, Emilia (2011) suggests

that, English teacher should not only understand the GBA concepts, but also be creative and

innovative.

In relation to this issue, teacher can use some creative materials to develop students’ writing

skill and one type of the materials that can be used is song. Songs can help students to write a

story, as suggested Grenough (1994, cited in Macias, 2011) that songs can help students in

generating topic for composition and essays. Since story belongs to narrative, songs can be used

to help students in writing narrative text. Regarding this context, Goering (2004) states that, the

narrative text connects to music and it engages students’ writing with their emotional response.

Although research on songs as prompt (Fulton, 2001; Goering, 2004) and genre-based

approach have been reported to be useful in the teaching of writing, especially in writing

narrative text, research on the use of songs as a prompt incorporated in genre-based approach is

still uncommon.

Therefore, the research is needed to investigate the use of songs as a prompt which is

incorporated in genre-based approach. Thus, this present study tries to fill the gap by conducting

research on the use of songs as prompt incorporated with GBA to teaching narrative writing

which focuses on the stages in GBA which can be incorporated with songs as a prompt and to

what extent songs as a prompt can help the students in writing narrative text.

1.2 Research Questions

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1. In what stages of the genre-based approach can songs as a prompt be incorporated in

teaching narrative text?

2. To what extent can song as a prompt help the students in writing narrative text?

1.3 Aims of the Study

According to the problems stated, this study aims to:

1. Identify in which stages of the genre-based approach songs as a prompt can be incorporated

in teaching narrative text.

2. Investigate to what extent song as a prompt in genre-based approach can help the students in

writing narrative text.

1.4 Scope of the study

The study focuses on investigating in what stages in genre-based approach that songs as a

prompt can be incorporated in teaching writing narrative text and to what extent songs as a

prompt can help the students to generate their ideas in writing narrative texts.

1.5 Significance of the study

This study is significant theoretically and practically. Theoretically, this study is expected to

enrich the theories of using songs in teaching English as a foreign language, especially in the

literature of genre-based approach which incorporated with songs, and research on songs in

genre-based approach, which has not been well observed. For practical advantages, this study is

expected to provide valuable information for teachers and students in teaching and learning of

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The Use of Songs as a Prompt in Genre-based Approach in Teaching Narrative Text Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu[Type text] 1.6 Clarifications of Related Terms

There are some concepts that need clarification in this study. Each will be described below.

1. Songs refer short piece of music which is combined with words. In this study, song is used as

instructional media.

2. Prompt refer to something to suggest, remind, or inspire. In this study, prompts are songs that

used to inspire students in writing narrative text.

4. Genre-based approach refers to an approach which focus on teaching learners how to make

use of language patterns to achieve coherent, purposeful composition (Hyland, 2004)

4. Narrative text refers to the one of genre in text which tells a series of events. It can be said as a

process or act of telling story.

1.7 Paper Organization

This paper will be presented into five chapters, as below:

Chapter 1 : Introduction

In this chapter, the paper elaborates the background of the study. It discusses about the

genre-based approach, and how the approach can be incorporated with songs as a creative material to

help the students to generate ideas in their narrative writing.

Chapter II : Theoretical Background

This chapter discusses some theories about teaching writing narrative text, genre-based

pedagogy, and songs which can help in teaching narrative writing. Related previous studies are

also provided in this chapter.

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This chapter provides clear discussion about how the study is conducted and analyzed. It clarifies

why the study needs to use classroom observation, interviews and documents analysis. The data

analysis is also explained in detail.

Chapter IV : Findings and Discussion

This chapter discusses the findings of the study and analyzes those findings in discussion clearly.

It shows how the findings answers the research questions about in what stages of GBA that songs

can be incorporated in teaching narrative text and to what extent can songs help the students in

the narrative writing,

Chapter V : Conclusion and Suggestion

This chapter presents the conclusion and several suggestions of the study based on the analysis in chapter four. The conclusion states the answer to the research questions. Several suggestions to improve teachers’and learners’ reference in using songs in teaching English as foreign

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CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methodological aspects of the research to attempt addressing the

research questions, which were stated in Chapter I. It covers research design, research site,

participant, data collection techniques, and data analysis technique.

3.1 Research Method

This study employed a qualitative method, which is usually used to comprehend social

phenomenon from participant point of view (Alwasilah, 2011; Patton, 1990). One of the

characteristics of this research method is exploring a problem and developing a detailed

understanding of a central phenomenon (Creswell: 2002). Regarding this, this study attempted to

explore the use of songs as prompt incorporated with Genre-based approach, which has two

objectives; first, to describe and explain how songs are incorporated with genre-based approach,

and second, to investigate to what extent songs help the students in writing narrative text.

3.2 Research Site and Participants

The data were collected from the tenth grade classin one senior high school in Bandung

with the researcher involved as the teacher of the class. It means that researcher was an active

participant in the study, which according to Merriam (1988), it is called an observer participant.

The tenth grade students were chosen because in this grade, narrative text was taught..

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Case study design was employed in this research to gain in-depth exploration and

understanding on issues. The issue here refers to the use of the songs in students’ narrative

writing. Case studies, in their true essence, explore and investigate contemporary real-life

phenomenon through detailed contextual analysis of a limited number of events or conditions,

and their relationships (Zainal, 2007). In a similar vein, Yin (2003) states that case study focus is

on a contemporary phenomenon within its real-life context and boundaries between phenomenon

and its context are not clearly evident.

Furthermore, the purpose of case study is to study intensely one set (or unit) of

something— programs, cities, counties, worksites—as a distinct whole (Balbach, 1999). In line

with that, this study intensely investigated the use of songs in students’ narrative writing. Writing

narrative text is stated as a program in English curriculum in senior high school in Indonesia.

According to McDonough and McDonough (1997), case study design is categorized into

two categories, interpretive and evaluative case study, this study belongs to evaluative case

study. Evaluative case study can be used in evaluating programs, whether the aims of the

program have been achieved or not. As McDonough and McDonough (1997, as cited in Zainal,

2007) state that in evaluative case studies, the researcher goes further by adding their judgment

to the phenomena found in the data.

3.4 Data Collection

In the data collection techniques, several steps were taken. Firstly, the students were

asked whether they had studied about narrative texts to make sure that they understand narrative

text. Secondly, the students attended eight meetings with the teacher to review the material of

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the writing. Then, the students were asked to write a narrative text based on the topic provided.

Finally, the students wrote and submitted their texts to the teacher.

To examine the process of learning narrative text, some techniques in collecting the data

of learning processes were employed as below:

3. 4. 1. Observation

The observation was a direct observation of events and behaviors as well as

participant-observation where the researcher is an active participant in the events being studied (Stake, 1995

and Yin, 2003). The observation took place in the classroom where the learning activity was

occurred. It was conducted eight times from October 8, 2012 to November 8, 2012. Each

meeting took 90 meetings. The observation data were collected by using field notes and it was

recorded in a video tape to support what cannot be noted by the researcher.

3.4.2. Interviews

The interview was in an open-ended interview which was aimed to gain the information

directly from the participants. Open-ended interviews allowed the subjects to express themselves

more freely and insight into events (Yin, 2003). The interviewees were the students who took

parts as a participant. To acquire the information, the researcher used nine following questions

1. What do you think about English lesson so far?

2. From the four language skills (listening, speaking, reading, and writing), which skill do

you think is the easiest and the most difficult? How about writing?

3. Which media do you like? How about songs?

4. Do English songs make you easier to learn English? What English songs do you like

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5. What do you think about learning narrative text using songs?

6. Do songs help you to write narrative text?

7. Do you find any benefits of using songs in your narrative writing?

8. Do you find any difficulties in using songs in your narrative writing?

9. What do you think if the teacher does not use songs in teaching narrative?

The interview was administered to ten students after observations sessions.

It was delivered in Bahasa Indonesia in order to gain a comprehensive data from students.

3.4.3. Written Documents

In additions to support the data from observation, the lesson plans that contain the

learning activity involving the use of songs in student’ narrative writing were analyzed as useful

information. Yin (2003) suggests that documents are useful for making inferences about events.

The written documents were in the forms of lesson plans, songs’ lyrics used in the learning

activity which are based on the categories mentioned in Chapter II, students’ narrative text, and

writing assessment sheets.

3.5 Data Analysis

After the data have been gained, they were examined to find the connection to answer the

research questions. The data gained from the three instruments were crosschecked by using

triangulation to enhance research reliability and validity (Alwasilah, 2011; Vidovich: 2003). The

data were categorized and recombined in order to address the initial research questions. Finally,

the data analysis were presented in a descriptive explanation in the chapter IV.

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The data from field notes were crosschecked with the video recorded during the

observations. The video also supported the data from field notes. After crosschecking the data,

then the data were interpreted into categories based on the genre-based approach. The result of

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3.5.2 Data Analysis from Interviews

The data from the interview were transcribed first before being interpreted into some main

issues based the research questions: in what stages of GBA songs as a prompt can be

incorporated in teaching writing narrative text and to what extent songs as a prompt can help the

students to write narrative text. The results of interview were also categorized into a condensed

version.

.

3.5.3 Data Analysis from Written Documents

The narrative texts produced by the students were analyzed by using the assessment sheet

from Education Department of Western Australia (1997a: 41) which is cited in Emilia (2012:

153), as follows:

Table 3.1 Assessment from Education Department of Western Australia

Beginning Developing Consolidating Extending

Goal In this stage, the writer discusses why the story is written.

In this stage, the writer discusses why the

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

Trying to orient to the readers with a bit to of setting that affects the development of

-Complication The writer writes a series of events that of the story but still limited to include the level of interest in the theme or plot

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu communicate things the story, such as "it was a dream ' this and who said that

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Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu example: so, Because,

if ...

provide context for the reader.

3.7 Concluding Remark

This chapter has presented research design, research site, participant, data collection

techniques, and data analysis techniques. This research attempted to investigate the two main

issues; the stages in genre-based approach that can be incorporated with songs in writing

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CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents Conclusions and Recommendations. The

Conclusions section begins with a brief description of the background, the

research problems, the main findings, and the conclusion. The Recommendations

section contains of suggestions that are intended for the improvement of future

research, particularly in teaching narrative writing using songs, for teachers,

students, and other researchers.

5.1Conclusions

This study is concerned on analyzing the use of songs in Genre-based

approach in teaching narrative writing. The purpose of this study is to find out

how songs as a prompt can be incorporated with the genre-based approach in

teaching narrative writing, and to what extent songs help the student in writing

narrative text.

The findings of the study signified that songs as a prompt can be

incorporated with genre based approach to teach narrative text to senior high

school students. That argument was supported by the data from observations,

interview, and documents analysis. It can be seen that the students could engage

the every stage in GBA which incorporated with songs. They also produced

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Moreover, the study has investigated that songs as a prompt help the

students in terms of understanding context and social purpose of the text,

developing the them and the storyline of the text, enhancing students’ vocabulary

in writing narrative text, and promoting students motivation in learning and

writing narrative text.

5.2 Limitations of the Study

However, regarding the findings of this study, there are some limitations

of the study. First, the teacher had to anticipate the students who did not like to

listen to music and they are not musical learners. Second, it is the anticipation to

the subjectivity, since the teacher was the researcher who implemented the study.

The last is the implementation of the GBA incorporated with songs, which only

took only one cycle because of the time limitations given by the site of the

research.

5.3 Recommendations

Based on research findings, discussion, and the conclusion of research

result, the writer proposes some suggestions particularly regarding to the teaching

of writing and the research in using songs as prompt in teaching narrative writing.

First, it is recommended that songs as a prompt can incorporated in the

genre-based approach, especially in writing narrative text. It is an effective media

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content and social function of narrative text, enhance students’ vocabularies and

expression in writing narrative text, and promotes students’ motivation.

Second, on the topic of the use of song as prompt in writing, it is

suggested to other researchers to provide more data, theoretical basis, and

previous research. It is also recommended that songs as prompt can be used in

different text types, such as descriptive, recounts or even spoken texts.

Third, in the implementation of the GBA, it is suggested that GBA be

implemented in the teaching and learning process more than one cycle in order to

gain data that are more comprehensive.

Lastly, it is also hoped to conduct an analysis of the text produced from the

use of songs as prompt, where the researcher use SFL as an analysis tools of text

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THE USE OF SONGS AS A PROMPT IN GENRE-BASED APPROACH IN TEACHING NARRATIVE TEXT : A Case Study in a Senior High School in Bandung.

Full text

The Use of Songs as a Prompt in Genre-based

Approach in Teaching Narrative Text

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

ENGLISH EDUCATION DEPARTMENT

2013

The Use of Songs as a Prompt in Genre-based

Approach in Teaching Narrative Text

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

CHAPTER 1

INTRODUCTION

CHAPTER III

RESEARCH METHODOLOGY

Figure

References

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