Journal on Functional Grammar

Brilian Rachman
Jun 12, 2018
60 min read

FUNCTIONAL GRAMMAR

PAPER III: “Promoting Small-Group Discussion in Enhancing Students’ Understanding Toward The Concept of Recount Text”

As a requirement of final paper of functional grammar class.

Lectured by: Wawan Gunawan, M.Ed., Ph.D.

Author:

Brilian Rachman Wibowo

1707213

ENGLISH EDUCATION

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

BANDUNG

2018

PROMOTING SMALL-GROUP DISCUSSION IN ENHANCING STUDENTS’ UNDERSTANDING TOWARD THE CONCEPT OF RECOUNT TEXT

Brilian Rachman Wibowo

Universitas Pendidikan Indonesia

email: rachman.brilian@gmail.com

Abstract: This paper contains three main aspects. They are analysis of expert’s text, students text, which divided into high and low achiever, and pedagogical implication as a solution of the problem found. The analyses had been done through the SFL theoretical framework, as mentioned: genre and register (tenor, field, mode). The expert’s text was obtained from http://britishcourse.com. While the students’ text were from twelfth grade students from Bangka. There are several significant difference quality between high and low achiever, so that thee analyst offered a pedagogical implication in form of small-group discussion. The study revealed that small group discussion provides four beneficial uses. It helped students in improving their understanding of the text, improving their interpretation of the text, encouraging students to deliver their personal responses and the last, improving students’ critical thinking. Moreover, reader small group discussions is a fun way to learn for students, most of the students gave positive responses.

Keywords: SFL, genre and register analysis, recount text, small group discussion.

Table of Contents

CHAPTER I. 2

INTRODUCTION.. 2

CHAPTER II. 7

LITERATURE REVIEW... 7

CONCEPTUAL FRAMEWORK.. 7

THEORETICAL FRAMEWORK.. 8

.4 Systemic Functional Linguistics. 8

CHAPTER III. 11

METHODOLOGY.. 11

CHAPTER IV.. 14

FINDING, DISCUSSION AND PEDAGOGICAL IMPLICATION.. 14

EXPERT’S TEXT. 14

GENRE ANALYSIS. 14

METAFUNCTIONS. 18

STUDENTS’ TEXT ANALYSIS. 29

HIGH ACHIEVER.. 29

GENRE ANALYSIS. 29

METAFUNCTIONAL ANALYSIS (mood, tenor, field) 31

LOW ACHIEVER.. 35

The Genre analysis of the text 37

METAFUNCTIONAL ANALYSIS. 41

DISCUSSION.. 49

PEDAGOGICAL IMPLICATION.. 50

LESSON PLAN.. 52

CHAPTER V.. 63

CONCLUSION AND RECOMMENDATION.. 63

CONCLUSION.. 63

RECOMMENDATION.. 64

REFERENCES. 65

APPENDICES. 70

CHAPTER I

INTRODUCTION

INTRODUCTION TO THE PROBLEM

With the rise of Genre Based Approach (GBA), English teachers in Indonesia are challenged by the implementation of the newest 2013 curriculum. In GBA, Systemic Functional Linguistics (SFL) functions to encourage learners to understand grammar within its context. The approach was first established by Sydney School and taught for children at a Disadvantaged School whose students are African-immigrants majority (Emilia, 2011). Emilia further stated that the implementation of GBA is closely related to SFL. The idea is understanding grammar including how it is used in a text as well as how the language functions in everyday use. Thompson (2004) believes that language functions to, interact with other people, talk about experience, and organize words to deliver suitable meaning in context. All of them are reflected in students’ writings in a particular genre.

Based on this issue, the present study aims to investigate the recount texts written by the students in English for Foreign Language (EFL) context. The recount genre was chosen because in the context of EFL senior high school in Indonesia, students still made some error in writing recount texts on the simple past tense used (Sudirman et. al, 2015). This paper analyzes three metafunctions in the texts based on the language functions stated mainly by Thompson (2004), Eggins (2004) and Butt (2000). They are called interpersonal, ideational, and textual metafunctions. The aims of this paper are therefore to figure out how the texts are constructed and to gain insights from them in explaining the pedagogical implications of teaching the texts to students in EFL context. The texts were collected from three main sources. First, data were collected from a text written by an expert. This text is identified as expert text. Second, data were collected from a text written by a high achiever. This text is identified as student text 1. Third, data were collected from a text written by a low achiever. This text is identified as student text 2. Both high achiever and low achiever are senior high school students in the third grade in the second semester.

All of the texts are in the recount genre. The first text is about the author’s experience when visiting his grandfather’s funeral in Toraja. The second text is about the author’s experience in going to Bandung to attend his brother’s graduation. Finally, the third text is about the author’s childhood. They are expected to emphasize the use of past tenses and sequences of events typically occur in a recount genre. This paper will be focusing on the expert text and the pedagogical implications. Then, the student texts will be discussed in a separate paper later.

PURPOSE OF THE STUDY

Therefore, this study was aimed to cover several purposes, they are:

To analyze expert’s text
To analyze students’ text (high and low achiever)
To promote the pedagogical implication based on the problem occurred

WHY RECOUNT AND WHAT IS RECOUNT?

The genre of the text analyzed was recount text. Recount text has become one of the biggest nightmare for students, since they have to master the use of past tense properly. Despite the fact, students are still struggling remembering the verb 2 form of words in vocabulary mastery. Furthermore, a Recount text, especially a Personal Recount is a text which retells activities in the past (Anderson and Anderson, 1997; Education Department of Western Australia cited in Emilia, 2010). When we discuss recount, perhaps, the significance of the people and events in the story by sharing our personal feelings about them is important (Butt, 2006, Paltridge, 2000). Derewianka (1990) states that the purpose of recount text is to retell what happened and this can involve the writer’s personal interpretation. According to Dewerianka (1990), a recount text has three stages, they are orientation, record of events and reorientation. The orientation is to orient the readers to the events that follow which introduce character(s) in a setting of time or place (or sometimes both). The record of events gives a sequence of events. The series of events in the text is in paragraph two and three, The reorientation concludes and summarizes the outcomes and sometimes offers personal comments on the whole sequence of events.

SIGNIFICANCE OF THE STUDY

In term of teaching English globally and situationally in Indonesia, the study plays a relatively important role in enhancing and promoting new pedagogical implication in helping either government or teachers in producing a better teaching and learning process. The analysis, later, should be a benchmark of what common problems usually occurred and how to solve it. The benefit of the analysis itself should produce several solutions in creating a better writing session in the class, so that students are able to produce a magnificent writing, especially recount text. For government, perhaps, the paper is able to be a reference of several solutions in formulating the syllabi for schools. On the other hand, teachers should optimize the solutions have been mentioned and hopefully teachers get an inspiration in creating a lesson plan.

PREVIOUS STUDIES

Ramli (2013) found that Based on the finding of the analysis, it shows that the students made a at writing total of 275 errors in writing Recount text which consist of 95 or 34.54% errors in writing content of the text, 21 or 7,63% errors at vocabulary, 123 or 44,74% errors at grammar and 36,9% errors at mechanics, (2) according to the findings, it can be concluded that the students have not mastered thee use recount text writing, that can be seen from the number of the errors made. The students made error at composing the orientation, events and reorientation, (3) The students still need to learn writing grammatically. While, Anggraeni (2016) stated that It can be concluded that the students produce errors in writing of their recount in relation to experiential meaning that consist of participant, process, and circumstance. The errors are the use of singular or plural morpheme, the selection of vocabulary, the use of correct linguistic features in recount, and the incorrect placement of morpheme or group morphemes. Therefore, the students produce omissions, additions, misinformations, and misorderings in their recounts.

Moreover, Nuromah (2013) believes that Dealing with the linguistic features, all students applied the linguistic features in their texts including the use of specific participants, circumstance of time and place, first person, additive conjunction, material process, and past tense. Unfortunately, there were ungrammatical structures (errors) found in students’ texts. They cannot differentiate between the use of simple present, past tense, irregular, regular verb, and prepositional phrase. The ungrammatical structures discovered in students’ Recount text are caused by knowledge deficiency (Richard, 1971:174). It happen because the students may have lack of practice and knowledge about English grammar which is different from their first language grammar.

OUTLINE OF THE PAPER

COVER

TABLE OF CONTENTS

CHAPTER I: INTRODUCTION

What is paper 3 about?

Wat is the purpose of paper 3?

Reasons for choosing this genre

About the genre of the text

The significance of analyzing the text in the context of teaching English globally and situationally in Indonesia

Previous Studies

Outline of the study

CHAPTER II: LITERATURE REVIEW

Conceptual framework

Genre

Approach to teaching English

Theoretical framework

SFL

Previous studies

CHAPTER III: METHODS

About the study

About the text

About the data

About the participant(s)

About the school

Data collection procedure

Data analysis procedure

Genre

Interpersonal analysis

Ideational Analysis

Textual analysis

CHAPTER IV: FINDING, DISCUSSION & PEDAGOGICAL IMPLICATION

FINDINGS

Findings of genre (expert and students’ text)

Finding of register (epxpert and studetn’s text)

DISCUSSION

Summary of findings

Nedds analysis for student literacy development

PEDAGOGICAL IMPLICATIONS

Analysis of students’ needs

Genreral overview

Lesson plans

CHAPTER V: CONCLUSIONS

REFERENCES

APPENDICES

CHAPTER II

LITERATURE REVIEW

CONCEPTUAL FRAMEWORK

Genre

Genre is a process of language which is conducted to communicate. Knapp&Watkins (2005) explains genre as “a language process involved in doing things with language” (p.21). For example, when people talk in order to fulfill the process, they will describe or argue. When they engage in different genres, they will use quite different structuring and grammatical resources.

In line with the definition above, genre is described as a group of communicative events that is shared by the members is in it (Swales, as stated in Millar, 2011, p.3). It is also described as group of text which represents comes how writers typically use language to respond to recurring situations (Hyland, as cited in Millar, 2011, p.3)

Meanwhile, Martin (1992) has slightly different perspective. Martin (as stated in Millar, 2011), defines genre as staged, goal-oriented, purposeful social processes. According to Martin, Christie, and Rothery (as stated in Millar, 2011), genres are staged because they use typical schematic or organizational structures; they are goal-oriented because they are used to get things done, and they are social because members of the culture interact through them.

To define types of genre, Smith (as cited in Palmer & Friedrich, 2014), states that each passage belongs to one type of texts which are narrative, report, description, information and argument/commentary.

Metafunctions

Systemic functional linguistics has also three metafunctions. The word “metafunction” is used to express any natural language which evolves to serve basic human needs. The metafunctions are: the ideational metafunction, the interpersonal metafunction, and the textual metafunction. Bloor & Bloor (as cited in Emilia, 2014, p.79) summarize Halliday’s statement about the classification of the ways in which human beings use language, these are:

Contributing in communicative acts with other people allows people to use language as a facility. Language is used to take on roles and to express and understand feelings, attitudes and judgements. This function is known as the interpersonal function or mood system.
Organizing, understanding and expressing our perception of the world and our own consciousness allow people to use language as a facility. This function is known as ideational function or transitivity system, which can be classified into two sub functions: the experiential (concerns with content and ideas) and the logical (concerns with the relationship between ideas).
Relating what is said (or written) to the real world and to other linguistics events also needs language as a facility. This involves the use of language to organize the text itself. This is known as the textual function or theme system. The textual function is to do with how language works to create connected and coherent discourse (Bloor &Bloor, 1995; Christie & Unsworth, 2000; Emilia, 2014; Halliday, 1975).

THEORETICAL FRAMEWORK

.4 Systemic Functional Linguistics

Systemic functional linguistics (SFL) is a linguistic approach used by Halliday stating that language is a social semiotic system. Halliday explains that people tend to use language to express their experience and to interact with other people. (p.24).

In a similar vein, Emilia (2014) describes systemic functional linguistics as “a meaning-making resource through which people interact with each other in given situational and cultural context” (p.63).

Systemic Functional Linguistics has several basic notion, these include Text&Context and Metafunction. Regarding the text, Kress (as cited in Emilia, 2014) defines text as material objects. He concludes the text as a part of social institution in constitutive. Text is the means by which people can express their interests and goals of those involved in the making of the texts in an institution; they reveal the meaning and the processes involved in their making (p. 72).

Regarding the notion of context, Halliday (as cited in Emilia, 2014) mentions two types of context:

1. Context of situation which consists of three elements; field, tenor, and mode. All of which are called register.

2. Context of culture which consists of social purpose or genre of the text (p.74).

Small Group Discussion

Small group discussion is categorized as a cooperative learning (CL). Duplass (2006) stated that the main characteristics of CL are: (a) close supervision and guidance by the instructor; (b) deliberately designed groups aiming for diversity; (c) setting group goals which encourages interdependence; (d) face-to-face student interaction; (e) individual accountability; (f) the encouragement of social skills; (g) group processing where students reflect on the group’s work; and (h) teacher evaluation of both group and individual work. Moreover, In using the communicative learning approach, classroom activities are deliberately structured such that small groups of students work together to maximize their own and each other’s learning (Johnson, Johnson & Holubec, 1993). Using small-group discussion means that the member of the group has to have a discussion. Discussion, itself, means transferring and receiving ideas within many heads.

Many experts also have their own statement about goup discussion. Discussions promote communication skills (Dallimore, Hertenstein, and Platt 2008), but they also improve learning (Davis and Murrell 1993), including cooperative learning and critical thinking (Garside 1996). For example, in her comparison of student learning of material taught in lecture and presented in the discussion, Garside (1996) reports “significantly more learning with regard to higher level items in the discussion mode”. Similarly, Lyon, and Lagowski (2008) show that students participating in small discussion groups scored higher on exams and attained higher course grades than those not attending discussion sessions. Student discussion can have scant impact on such higher-order skills when students come to class poorly prepared, lacking the requisite knowledge to conduct a meaningful substantive dialogue (Laurillard, 2002).

According to Olmstead (1974), the rationale for using small group methods for instructional purposes was generally based on scientific knowledge, where learning theory was combined with the existing knowledge of group dynamics. Anderson et al. (2001), “thinkers must hear several voices within their own heads representing different perspectives on the issue. The ability and disposition to take more than one perspective arise from participating in discussions with others who hold different perspectives’.

In addition, Serravello. (2010) states that Small group technique has certain basic characteristics, as follow:

• It emphasizes active participation and interaction;

• It is usually run by a group leader or facilitator;

• It has a task, theme or goal;

• It helps reach consensus or develop priorities;

• It gathers a range of ideas, opinions and concerns;

• It is applied to either planning or project development.

Nevertheless, there are also some experts who wrote their statement about small-group purposes. Gibson (2010) wrote that the purpose of using the small group discussion technique is to develop students’ abilities to formulate and debate arguments or to refine their critical understanding of a particular topic. Harmer (2001) states that the advantage of having different students grouping is that they help to provide variety, thus sustaining information.

Small group gives children the chance to hear other students‟ thinking about their reading process and responses to texts. By using it, it could be easier for the students to actively participate. They meet as small gatherings or as breakouts of large meetings and are offered many opportunities for creative, flexible interchange of ideas and lively, meaningful participation. The main point in setting up a discussion group is to make sure that each group member participates. (Serravello. 2010).

CHAPTER III

METHODOLOGY

RESEARCH SITE AND PARTICIPANTS

The text used in this paper was recount text. Recount text is categorized as “the story genre which functions to retell events for the purpose of informing or entertaining” (Hartono, 2005). Anderson & Anderson (2003) state that “a recount text is a piece of text retelling past events, usually in the order in which they happened.

For the expert text, the author was a writer of an English Language Learning website, which is http://britishcourse.com. This text, however, had been spread in several websites and had been used by some researcher in the research of recount text, for example Okayanti (2013). The text was obtained from the internet. This text told the story about someone who went to Toraja to attend his or her grandfather’s funeral.

On the other hand the students’ text were from two high-school students who were in class XII. They were students of a public high school in Pangkalpinang, Bangka Belitung. The high achiever was introduced to English since he was very young and the exposure to English is high. His mother was an English teacher before becoming an entrepreneur. His older brother, however, was a translator in a company in Bandung and also a student of Master’s Degree of English Education Program.

On the other hand, the low achiever lacked of exposure to English. English was never spoken in his family. He only learnt English from school and video games. However, even though he was a low achiever, his English was not so bad. It was probably caused by his school. The school where he came to was one of the best schools in Pangkalpinang.

To obtain the texts, the authors of this paper contacted them directly. They were asked to write a recount text in a day without being given any example nor further direction. Since the authors of this paper were in Bandung and the authors of the texts were in Pangkalpinang, the texts were sent via e-mail. The first text, written by the high achiever, told the story about his trip to Bandung on his brother’s graduation day. The second text, written by the low achiever, told the story about his childhood memory.

DATA COLLECTION PROCEDURE

The texts were collected from three main sources. First, data were collected from a text written by an expert. This text is identified as expert text. Second, data were collected from a text written by a high achiever. This text is identified as student text 1. Third, data were collected from a text written by a low achiever. This text is identified as student text 2. Both high achiever and low achiever are senior high school students in the third grade in the second semester.

DATA ANALYSIS PROCEDURE

The data then analyzed using SFL framework: genre and register. Mostly, the idea came from Halliday and other researchers who have awareness of the importance of Genre-based approach. First, the data analyzed through genre analysis. In genre analysis, the texts have been scored using Rose (2016) framework. After that, the texts were analyzed using register or three metafunctions (tenor, field and mode). In this analysis, it can be seen the pattern, the frequent participant or process used in text and the tendency of author in using specific vocabularies.

Genre:

sometimes

Funny

Adj: mood

Subject

Finite

Complement

RESIDUE

MOOD

RESIDUE

Carrier

relational

attributive

Textual

Topical

Theme

Rheme

CHAPTER IV

FINDING, DISCUSSION AND PEDAGOGICAL IMPLICATION

EXPERT’S TEXT

GENRE ANALYSIS

In this section, the extent to which the genre-based approach is expected to be reflected in the expert text as an example for the students. It would be interesting to see whether the expert text can be a model in order to enable the students to develop their writing, especially in writing a recount text. Therefore, the following features are examined:

The use of appropriate generic structure
The use of language features relevant to the genre of recount

The following composition is written based on the author’s experience when visiting their grandfather’s funeral in Toraja. The first feature is examined here.

Table: Generic Structure

Title

My Grandpa’s Funeral in Toraja

Orientation

Last month my family and I went to Toraja to attend Grandpa’s funeral. It was my first time to go to such a ceremony. We gathered there with our kin in the ceremony.

Event 1

Overall, the ceremony was quite elaborate. It took about a week. Several days before the ceremony was done, grandpa’s body was kept in a series of houses arranged in a circular row around an open field called tongkonan. His corpse was dressed in a fine wearing.

Event 2

The funeral was performed in two phases. First, we slaughtered the pigs and buffaloes, and then moved the corpse to face north. In this ceremony we wore black clothes.

Event 3

After that, the corpse was placed in a sandal wood coffin. Then, it was brought out of the house and placed on an open platform beneath the granary. Meanwhile, my uncle, my brother, and I prepared the wooden puppet and a funeral tower called lakian.

Event 4

The next phase of the ceremony was held in this place. The coffin is borne from the house and placed in the lakian. During the day, there were also buffalo matches. They were great matches. In the night, we were feasting, chanting, and dancing.

Event 5

Event 6

Finally, we installed the wooden puppet on a high balcony where other puppets representing the members of a whole family were already there.

Re-orientation

The funeral ceremonies made my family and me tired. However, we were grateful because it ran smoothly.

The table above showed that there are six events presented in a sequential order. A sign of a good writer is that they are able to progress well from paragraph to paragraph (Christy, 2011). The paragraph progresses with conjunctive and circumstantial adjuncts such as after that, overall, and finally.

Furthermore, those two categories are realized by 14 indices. In this genre analysis, the number in front of the comments on each aspect of genre represents the overall score which will make up the final rating for the texts.

Based on two charts above, the author has managed to show the purpose of the recount text by retelling pas events with appropriate staging and phases in logical order. The author also demonstrated the use of tenor, mode, and field to represent the metafunctions which will be further analyzed later in this paper. In terms of lexical choices, it could be seen how the author calls a particular thing or a type of phenomenon. For example, the author used some specific vocabulary associated with funerals such as coffin amd corpse. The lexical items, especially pronouns, were realized in a reference of the word it and them. Nevertheless, because the author tends to use simple sentences in the text, there seem to be an avoidance of using conjunctions between the compound clauses which make the structures used feels repetitive.

This chart shows the text’s face validity as a recount text. Perfect grammar and spelling were seen in the text as there were no mistakes at all. The grammar did not have much variation because the author only used simple past tense, while the correct spellings of all the words indicate that the author really master a complete set of vocabulary needed to write a recount texts and how to write them appropriately. Finally, punctuations such as comma and full stop were used in a suitable manner to present a coherent recount text in a good presentation.

After all of the aspects above have been presented, the next tables in the interpersonal metafunction analysis will present the mood choices, tenses, polarity, modality and appraisal in the text.

METAFUNCTIONS

Interpersonal Metafunction Analysis

The interpersonal analysis involves Eggins (2004) theory that the genre establishes the relationship between the writer and the reader. The analysis covers mood choices, polarity, modality and appraisal. The following tables and diagram will present all of those aspects as well as the use of many types of adjuncts.

Genre

Amount of

Percentages

Diagrams

Declarative sentences

25/25

100%

Interrogative sentences

0/23

Imperative sentences

0/23

In this diagram, it could be seen that there were no use of imperatives and interrogatives at all. While the use of them seems to enrich the text to be more interactive with the reader, the number 100% in this diagram indicates that every sentence in the text is written in declarative form. It was realized by the subject and finite which represent the grammatical mood which is also known as mode of the text in the aspects of genre above. The declarative clauses impart information to supplement the observations of the reader obtained from the author’s presentation of events (Moffat, 2010).

Tenses

Simple past

25/25

Simple present

0/25

Present Perfect

0/25

This table shows that all of the sentences in the text are in the simple past forms. This is indicated by the use of past participles and to be such as was and were. The past tenses are the most typical in a recount text. However, even if it is also possible to include other forms than the past tenses, the author did not use them. Perhaps it was done to maintain the simplicity of the language used in the text as the text is intended as an example for senior high school students in EFL context according to the web where it was taken.

Polarity

Positive

25/25

100%

Negative

0/25

As a result of choosing the declarative mood in all of the sentences in the text, the sentences may result in positive and negative polarity. The term polarity can be used to describe the current flow of the events to see whether the author tends to use affirmation or negation in their writing, especially in this case, in the declarative forms. Based on the analysis, it was found that all of the sentences have positive polarity. There were no negative forms at all. Negative forms have an identifiable added element such ‘n’t’ or ‘not’ (Thompson, 2004) by which this text lacks of having.

Modality

Yes

0/25

25/25

100%

In terms of modality, there was not any sentence which represents modality because of the absence of modalization and modulation. However, some modal adjunct were identified and will be shown later in a table.

Appraisal

Yes

6/25

24%

19/25

76%

Six (24%) appraisals in the form of adjectives were found in the text. They are grateful, great (2x), elaborate, and high. According to Martin and White (2005) as cited in Thompson (2004), the appraisal model set aims to negotiate evaluations with who the author addressees and to construct solidarity around shared values. In this case, it could be concluded that the author evaluates the events and specific details in the text as comments and opinions.

Meanwhile, the way the author chose the mood in the text can also be seen mainly from the use of subject and finite as well as various types of adjuncts. The following is a table of adjunct categories based on Butt et. al (2003).

Table: Adjunct

Adjunct

Frequency

Circumstantial

Mood

Polarity

Comment

Vocative

Conjunctive

Continuity

TOTAL

As shown in the table, the text has 10 circumstantial adjunct and six conjunctive adjuncts. The occurrence of circumstantial dominates other adjuncts in the text. Circumstantial adjuncts indicate time, manner, and location (Eggins, 2004). The adjuncts are located in the residue of mood and realized by prepositional phrase and adverbs.

Meanwhile, the conjunctive adjuncts are defined by Eggins (2004) as conjunctions which do not affect the structural completeness of a sentence. They could be placed elsewhere in the clause, but weakening its cohesion. Here in this text, the prime examples of conjunctive adjuncts are after that and meanwhile. They occur separately outside the mood and residue.

Table: Interpersonal Analysis Summary

No.

Clause

Declarative/Interrogative/Imperative

Tense

Polarity

Modality

Appraisal

Last month my family and I went to Toraja

Declarative

Simple Past

Positive

None

to attend Grandpa’s funeral.

Declarative

Simple Past

Positive

None

It was my first time to go to such a ceremony.

Declarative

Simple Past

Positive

None

We gathered there with our kin in the ceremony

Declarative

Simple Past

Positive

None

Overall, the ceremony was quite elaborate.

Declarative

Simple Past

Positive

Elaborate

It took about a week.

Declarative

Simple Past

Positive

None

Several days before the ceremony was done,

Declarative

Simple Past

Positive

None

grandpa’s body was kept in a series of houses arranged in a circular row around an open field called tongkonan.

Declarative

Simple Past

Positive

None

His corpse was dressed in a fine wearing

Declarative

Simple Past

Positive

Fine

10.

The funeral was performed in two phases.

Declarative

Simple Past

Positive

None

11.

First, we slaughtered the pigs and buffaloes,

Declarative

Simple Past

Positive

None

12.

and then moved the corpse to face north.

Declarative

Simple Past

Positive

None

13.

In this ceremony we wore black clothes.

Declarative

Simple Past

Positive

None

14.

After that, the corpse was placed in a sandal wood coffin.

Declarative

Simple Past

Positive

None

15.

Then, it was brought out of the house and placed on an open platform beneath the granary.

Declarative

Simple Past

Positive

None

16.

Meanwhile, my uncle, my brother, and I prepared the wooden puppet and a funeral tower called lakian.

Declarative

Simple Past

Positive

None

17.

During the day, there were also buffalo matches.

They were great matches.

Declarative

Simple Past

Positive

Great

18.

In the night, we were feasting, chanting, and dancing

Declarative

Simple Past

Positive

None

19.

On the last day, the grandpa’s coffin were lowered from the funeral tower and brought up to the mountain side family graveyard

Declarative

Simple Past

Positive

None

20.

It was followed by great shouting and excitement from the relatives and the guests.

Declarative

Simple Past

Positive

Great

21.

Finally, we installed the wooden puppet on a high balcony

Declarative

Simple Past

Positive

High

22.

where other puppets representing the members of a whole family were already there

Declarative

Simple Past

Positive

None

23.

The funeral ceremonies made my family and me tired

Declarative

Simple Past

Positive

None

24.

However, we were grateful

Declarative

Simple Past

Positive

Grateful

25.

because it ran smoothly

Declarative

Simple Past

Positive

None

All of the analysis can be summarized in this table. The table shows that the mood choice in the recount text is declarative. There were no interrogatives or imperatives. The positive polarity in the text indicates that the author’s tone of the writing is represented in positive sentences. Because the text is only reporting what happened in the past, there were not found much advise, ideal, comment, opinion, and judgment by the author albeit some simple opinion is reflected in the appraisal such as elaborate, high, and great to describe a certain event or noun.

Grading

Purpose

Appraisal

Staging

Conjunction

Phases

Reference

Tenor

Grammar

Mode

Spelling

Field

Punctuation

Lexis

Presentation

From the charts and tables above, the aspects of genre discussed earlier were graded on the scale of 1 to 3. It could be seen that the expert text has score 3 on 8 aspects of the average grade in terms of the text’s appropriateness to the genre with the average score of 2.7 out of 3. The text scored three in purpose, staging, field, conjunction, reference, grammar, spelling and pronunciation while it scored 2 on the rest of the aspects.

Ideational Metafunction Analysis

Ideational metafunction analysis deals with how the tenor or experiential meaning of the text is investigated. As pointed out by Butt et. al. (2003), our language builds up reality. Here, the clauses of the text are broken down to three functional constituents which made up the reality as a packaging of experience.

Participant

Table: Participant

Participant

Frequency

Actor

Goal

Senser

Behaver

Carrier

Attributive

Token

Value

Phenomenon

Existent

TOTAL

Butt et al. (2003) mentioned that a recount text typically requires the use of specific participants such as I, my grandpa, my family and some others in this text. The ideational analysis from the text has shown that the author as an expert in writing the text has been successful in terms of using specific participants for this genre. Aside from what has been mentioned above, the specific range of participants in this text are my uncle, my brother, and his corpse. It should be noted that the use of specific participants is common in literary or story genre such as personal recount as the purpose of this genre is to reflect upon the writer’s personal past experience (Emilia, 2010: 107).

Furthermore, in this text, the most prominent specific participant is Goal with 11 occurrences, followed by Actor with 10 occurrences and Carrier in the third position with 15 occurrences. It is assumed that Goal dominates the participant type may be due to the sentences mostly written in passive forms.

Process

Table: Process

Process

Frequency

Material

Verbal

Mental

Behavioral

Relational

Existential

TOTAL

Based on the table above, Material process is the one which mostly occur in the text. This was not really surprising because to explain a sequence of events, the author need to put a lot of Material process to indicate the movements from scenes to scenes. A traditional definition of a verb in the Material process is a ‘doing word’. This describes the Material processes reasonably well (Thompson, 2004). The Material processes occur between Actor and Goal.

Other types of processes involved in the text are two mental and relational processes as well as one existential process.

Circumstance

Table: Circumstance

Circumstance

Frequency

Extent

Location

Contingency

Cause

Accompaniment

Matter/Quality

Role/Purpose

Angle

TOTAL

The table above shows that there are 10 Circumstance of location in the text. A small number of other types of circumstance include the accompaniment, matter/quality, and role/purpose. These small types of circumstances are often considered optional. However, in this text circumstances are typically realized by adverbial groups or prepositional phrases like on the balcony which is an adverb of place, and smoothly which is adverb of manner. Basically, they are circumstantial adjuncts in interpersonal terms. It also needs to be noted that conjunctive and modal Adjuncts do not necessarily contribute to the experiential meaning of the clause and are left out of the transitivity analysis because modal adjuncts that appear next to or within the verbal group can simply be included with the process, but not considered as circumstance.

Textual Metafunction Analysis

The following analysis adopted the Halliday and Matthiessen (2004) and Eggins (2004) theory in terms of textual, interpersonal and topical theme. Furthermore, in terms of topical Theme, it was analyzed whether it was marked and unmarked. The marked Theme is subcategorized into three types: circumstantial adjunct, subordinating clause and attributive clause. Meanwhile, the unmarked Theme is grammatical sentence subjects in declarative clauses, and can be realized as simple and complex nominal group.

Themes

Table: Theme Category

Theme

Frequency

Topical

Interpersonal

Textual

TOTAL

From the table above, it can be seen that there are 17 topical themes and 8 textual themes in the text. The rest of the parts after the theme is considered rheme. However, there was no interpersonal theme at all in the text. This is due to the absence of modality and pronoun as the main topic of the sentence. The interpersonal theme would have indicated the type of interaction and position the author has with the reader (Butt, et. al, 2003: 136).

All of the themes in the text can be further categorized in marked theme and unmarked theme based on whether or not the theme in a declarative clause functions as something other than the subject. If the theme is the same as the subject, it is unmarked. If the theme is not the subject, then it is marked. The term “marked” here means that the theme is more unusual and less frequent. In the text, there were found 19 marked theme as the subjects such as we and it, and 6 unmarked themes such as in the night, and on the last day. They tend to be the textual type of theme which indicate time and space.

Theme Progression

In this text, zig-zag pattern were very dominant in terms of Theme progression. This results in cohesion in the text by building on newly introduced information (Eggins, 2004). The example of zig-zag pattern can be seen below:

After that, the corpse was placed in a sandal wood coffin.

Then, it was brought out of the house and placed on an open platform beneath the granary.

Here, multiple themes were used. After that is a textual theme, while the corpse is a topical theme. But then the focus shifts from the corpse to the coffin because it was put inside the coffin. Then, the coffin as a rheme becomes a topical theme in the next sentence. This makes a zigzag pattern which results in cohesion in a text by building on newly introduced information. This gives the text a sense of cumulative development that may be absent in the repeated themes (Eggins, 1994).

STUDENTS’ TEXT ANALYSIS

In this chapter, there are two analyses of texts divided by high achieving student and low achieving student. The part of analysis consists of genre and metafunctional analysis.

HIGH ACHIEVER

GENRE ANALYSIS

Generic Structure

Orientation

Last year, i went to bandung with my father, my mother, and my sisters. We went there to celebrate my brother's graduate from his college.

Event 1

We went there by plane. Actually that was my first time on a plane, so i felt a little dizzy. The trip is going well and there was no trouble at all. The scenery that i saw from the top of the place was very beautiful. Since that was my first experience, it took only 45 minutes to arrive there.

Event 2

On bandung my parents rented a bus for our transportation. Also, that was my first time to see toll road. In my area, there's no toll road along the way.

Event 3

Finally after took 2-3 hours we arrived at my brother's rented house. My activities was only playing a game.

Event 4

After that my parents rented a hotel. My activities was only playing a game and took a cup of coffee there while the entire of my family went to a cinema.

Event 5

Finally, after 2 days of waiting, the graduation day comes. We celebrated it and took a photo together. I also give a bucket of flowers to my brother.

Re-orientation

The hard work has been paid. And we went home after a week of holiday there.

From the analysis it could be seen that the author knew the function of recount text, which was to tell past events. He separated the text into the generic structure of recount: orientation, events, and re-orientation. The author started by telling the reader about the time and the place when and where the event started. Then, he told the events one-by-one. There were five events in this text. The author closed the text by successfully told the reader that he have gone home after a week of holiday.

The reader also used past tense in most of the sentences. It is in line with the statement of Gerot and Wignell (1998), who said that recount is a kind of genre which retell an event, for the purpose of informing or entertaining, tend to use past tense and has generic structure: the first orientation is provides the setting and introduces participants, second is events tell what happened, in what sequence, third is re-orientation; optional-closure of events.

Grading

Purpose

Staging

Phases

Tenor

Mode

Field

Lexis

Appraisal

Conjunction

Reference

Grammar

Spelling

Punctuation

Presentation

Based on the grading above, it can be concluded that the author has been successful in terms of purpose, staging, phases, tenor, mode, field, reference, grammar, spelling, and punctuation. However, there were some room of improvement in terms of lexis, appraisal, conjunction, and presentation. Nonetheless, the author had an average point of 2.3/3, which showed that he was able to write a recount text well.

METAFUNCTIONAL ANALYSIS (mood, tenor, field)

INTERPERSONAL ANALYSIS

Mood Choice

In terms of the Mood, almost all of the clauses were declarative, which means that the student places his readers as the recipient of information. In other words, he situated the readers in the potential role of acknowledger (Eggins in Yulianawati, 2015). The use of declarative mood in the text could be seen in, “Last year, i went to bandung with my father, my mother, and my sisters”. Declarative mood was realized in the form of making statement (Martin et al., 1997). Thus, the author also created a particular form of authoritative relationship with his readers (Eggins, 2004).

Polarity

Polarity is the positive or negative aspect of a clause (White, 2000). In this paper, the author mainly used positive polarity. This is because he attempted to tell his story to the reader as the main purpose of recount text. While polarity is the choice of either positive or negative, modality refers to various kinds of indeterminacy that fall between the two ends of the polarity (Halliday, 1994). In the coordination of interpersonal relationships with language, modality enables us to offer or ask for information straightforwardly as well as giving a vague impression of our attitudes and opinions in an indirect and polite way (Adetomokun, 2012).

Modality

Modality such as actually, really, basically, personally, definitely are deliberately used to express meanings to do with judgments and opinions, including meanings about how likely or how intense something is (Eggins and Slade 1997, p. 82). In this paper, the author used modality in terms of frequency, such as first and only, to show that this was his first experience.

Adjunct

Frequency

Circumstantial

Mood

Polarity

Comment

Vocative

Conjunctive

Continuity

Total

This text contains three types of adjuct; Circumstantial, mood, and conjunctive. Circumstantial adjunct functions as the transitivity structure of the clause and it contains of adverbs or prepositional phrases which express meaning about when, where, how, why, or with what the preposition occured (Emilia, 2014, p.123). The circumstantial adjuncts can be seen from the phrases “Last year....” and “after 2 days of waiting...” which telling about the time of the actions. Circumstantial adjunct appears 7 times in the text. It means that the author is aware about additional elements and he wants to add extra information about his experience.

Conjunctive adjunct also occurs in the text. It appears 9 times and the examples are “so I felt little dizzy.”, “..and there was no trouble at all.”, and “Since that was my first experience....” conjunctive adjunct is a part of textual adjunct which expresses meaning about logical links and continuities between one clause and earlier clauses (Emilia, 2014, p.127). This adjunct expressess the logical meaning of elaboration, extension, and enhancement.

Appraisal

The appraisal framework, according to White (2015), provides for analyses of those meanings by which texts convey positive or negative assessments, by which the intensity or directness of such attitudinal utterances is strengthened or weakened and by which speakers/authors engage dialogistically with prior speakers or with potential respondents to the current proposition. In this text, there were only four appraisals here. Two were positive appraisals: well and beautiful, and two were negative appraisal: little and hard. The lack of appraisal here could be caused by the author’s unwillingness to provide subjective valuation of things, since according to White (2015), appraisal involved the speaker’s/author’s personal evaluation.

IDEATIONAL ANALYSIS

Process and Participant

Process Type

Frequency

Material

Verbal

Mental

Behavioral

Relational

Existential

Total

Based on the table above, it could be seen that material process was the most frequent type of processes used in the text, followed by Relational process, Mental process, and Existential process. The author used Material process to indicate the things that happen in the story. All clauses in the text described the process of doing. The basic meaning of material processes is that some entities do something; undertake some actions (Eggins, 2004, p. 215). This means that the participants had made changes in the material world that could be perceived such as motion in space and change in physical make up (Martin, Matthiessen, and Painter in Yulianawati, 2015). The material processes produced by the student was exemplified in “We celebrated it and took a photo together”.

Since Material process was the most frequent type of processes used in the text, it was obvious that Actor was the most frequent Participant Type. The action-oriented participants in this recount text indicated the characters as central figure in the text (Eggins, 1994). The author of the text was successful in using the pronoun “they” when referring to the author and his family.

Circumstance

Frequency

Extent

Location

Contingency

Cause

Accompaniment

Matter/Quality

Role

Angle

TOTAL

Circumstance is any kind of contingent fact or subsidiary situation which is associated with the process or the main situation. In this text, circumstance of location was the most frequent type, followed by circumstance of accompaniment. The circumstance of location is divided into two: temporal and spatial. The author tried to tell the detail of the story by presenting the time and location of the events, for example, “It took only 45 minutes to arrived there,” which told the time, and “On bandung my parents rented a bus for our transportation,” which told the location.

TEXTUAL ANALYSIS

Themes

Theme

Frequency

Topical

Textual

Interpersonal

In terms of Theme, Topical Theme dominated the text while Interpersonal Theme was nowhere to be found in the text. Topical theme of clauses signal the general idea of the text, it shows what the text is about (Emilia in Dewi, 2016). For example, it could be found in “The hard work has been paid”. This clause contain no Theme other than Topical Theme.

However, there were also Textual Theme. The example could be found in “Finally, after 2 days of waiting, the graduation day comes”. The phrase “Finally” and “after 2 days of waiting” could be considered as Textual Theme. According to Dewi (2016), this theme serves the purpose of most clearly indicating the ‘linking function’ and also to maintain the coordination between the clauses.

Markedness

Frequency

Marked

Unmarked

According to Jing (2015), the unmarked Theme is realized by the subject in a declarative clause, the operator in a polar interrogative clause, WH-element in a content interrogative clause, overt subject or the verb if starting with one in an imperative clause. Other elements in the Theme position would be identified as marked Themes.

In this text, all Topical Themes were unmarked. Since all of the sentences were declarative and used S-V-O order, it could be considered as unmarked. However, regarding the order, the author tried to put some adverbs in the beginning of the sentences to make variations. It could be seen in “Also, that was my first time to see toll road”.

Thematic Progression

In the text produced by a high achiever, zig-zag patterns was dominating in terms of Theme progression. The zig-zag pattern achieves cohesion in the text by building on newly introduced information (Eggins, 2004). The example of zig-zag pattern can be seen below:

It took only 45 minutes to arrived there.

On bandung my parents rented a bus for our transportation.

The effect of the use of zigzag pattern is that it achieve cohesion in a text by building on newly introduced information. This gives the text a sense of cumulative development that may be absent in the repeated Themes (Eggins, 1994).

LOW ACHIEVER

Result and Discussion

In this chapter, there will be a representation of text analysis which the text created by considered-low achiever student. The analysis of to what extent student was capable to consciously or unconsciously include the genre-based features in his text, specifically, recount text. The examination focuses on some features:

the use of appropriate generic structure; and
the use of language features relevant to the genre of Recount (i.e. tenses, participants, processes and technical terms)
Metafunctional analysis

Interpersonal analysis -> polarity, modality, mood & adjunct

Ideational Analysis -> Process & Participant

Textual analysis -> theme progression

Analysis of the above features also enabled the writer to find the students’ strengths and weaknesses in writing Recount text. Then, the result became a consideration of featuring some new pedagogical implication, perhaps in order to enhance students’ proficiency in writing recount text.

The Analysis on the Schematic Structure

The text used was originally created by a student of a Senior High School in Bangka. The student was ordered to tell about his past experiences. The theme given was up to the student. Here is the result:

My Childhood

I want to tell you about my childhood experiences. Sometimes I feel sad but sometimes I feel so lucky. When I was about 7 years old, my brother and me oftenly went to the airport. My father persuaded us to see the plane landing or flight. We felt so happy to seen it. But until now, I never go anywhere by air plane. And there is one more story that I want to tell u. When someone post their childhood’s photos sometimes I feel envy. Because I just have a few photos about my childhood. And it was taken by my neighbor.

There are much experiences about my childhood. When I am remembering about my childhood. Sometimes its funny, and sometimes I feel a bit sad.

Figure 1 Student's text 3: The author was able to show the purpose of the recount te

Figure 2 Structure scoring rubric

The analysis of structure was performed and have been through the agreement of the team, producing the score and the partition of the text, as mentioned in figure 2 and figure 3. The score was in the range of 0-3. Indeed, in this process, with a sufficient explanation and student’s ability to understand the concept of recount text, the scores given are at least in the expectation of the team, itself. The Partition of the text was also performed successfully, means that the student followed the rule of structure of recount text well, but not that perfect.

Orientation

I want to tell you about my childhood experiences. Sometimes I feel sad but sometimes I feel so lucky.

Event 1

When I was about 7 years old, my brother and me oftenly went to the airport. My father persuaded us to see the plane landing or flight. We felt so happy to seen it. But until now, I never go anywhere by air plane.

Event 2

And there is one more story that I want to tell u. When someone post their childhood’s photos sometimes I feel envy. Because I just have a few photos about my childhood. And it was taken by my neighbor.

Re-orientation

There are much experiences about my childhood. When I am remembering about my childhood. Sometimes its funny, and sometimes I feel a bit sad.

Figure 3 Structure analysis

The Genre analysis of the text

Some linguistic features have been analyzed by adapting Derewianka (1990:15-17) and Rose (2016) scoring rubric, so that the scoring are including:

The use of type of clause
The use of proper grammar (past tense)
appraisal
Spelling and presentation

Figure 4 scoring of linguistic features

There are four main aspects of first scoring. First one is grammar. Unfortunately, some grammars were wrongly used in the text, like in “my brother and me oftenly went to the airport”, it should be often. Also in this clause, “We felt so happy to seen it”, it should be to see it. Second, fortunately, the spelling of the words was perfectly done, no mistakes made. Moreover, the use of punctuation becomes one of the main problem of this student, like the use of comma in several clauses, “Sometimes I feel sad”, “but sometimes I feel so lucky.”. Next is the presentation. It was presented quite well.

It can be understood because grammar is difficult even for native speaker (Emilia, 2010). From the text, it can be concluded that the vocabulary used by the student is very limited. It means that his knowledge about English words needs to be improved because vocabulary becomes the basic element of learning language and has important role in language learning and teaching. (Thornbury, 2005). As Walkins cited in Thornbury (2005) says without grammar very little can be conveyed, without vocabulary nothing can be conveyed”. Furthermore, in order to ease the analysis stage, the following table was created. It would be really useful in delivering the percentage and the description of the result.

No.

Clause

Declarative/Interrogative/Imperative

Tense

Polarity

Modality

Appraisal

I want to tell you about my childhood experiences

Declarative

Simple Present

Positive

None

Sometimes I feel sad

Declarative

Simple Present

Positive

sad

but sometimes I feel so lucky.

Declarative

Simple Present

Positive

Lucky

When I was about 7 years old

Declarative

Simple Past

Positive

None

my brother and me oftenly went to the airport

Declarative

Simple Past

Positive

None

My father persuaded us to see the plane landing or flight

Declarative

Simple Past

Positive

None

We felt so happy to seen it

Declarative

Simple Past

Positive

Happy

But until now, I never go anywhere by air plane

Declarative

Simple Present

Positive

None

And there is one more story that I want to tell u.

Declarative

Simple Present

Positive

Fine

10.

When someone post their childhood’s photos

Declarative

Simple Present

Positive

None

11.

sometimes I feel envy.

Declarative

Simple Present

Positive

Envy

12.

Because I just have a few photos about my childhood

Declarative

Simple Present

Positive

None

13.

And it was taken by my neighbor

Declarative

Simple Past

Positive

None

14.

There are much experiences about my childhood.

Declarative

Simple Present

Positive

None

15.

When I am remembering about my childhood.

Declarative

Simple continuous

Positive

None

16.

Sometimes its funny

Declarative

Simple Present

Positive

Funny

17.

and sometimes I feel a bit sad.

Declarative

Simple Present

Positive

Sad

Figure 5 Genre analysis

In the text analyzed, the students used mostly declarative sentences. As we know, in terms of the Mood, all of the clauses are declarative which mean that the student places his readers as the recipient of information. In other words, he situates the readers in the potential role of acknowledger (Eggins, 1994; Halliday, 1992; Martin, 1997). Declarative mood is realized in the form of making statement as in affirmative and exclamative clauses (Eggins, 1994; Martin et al., 1997). Besides, the declarative sentences also function as describing, explaining and confirming). Through all these, the writer is also creating a particular form of authoritative relationship with her readers (Eggins, 2004). For detail, you might see figure 6.

Genre

Number of

Diagrams

Declarative sentences

17/17

100%

Interrogative sentences

0/17

Imperative sentences

0/17

Figure 6 Genre

Tenses

When talking about tense in recount text, surely it will be past tense, since recount text mostly talks about past events. Anderson (1997) states that a recount is a text which retells activities in the past. According to the data (figure 7), the student was likely to use present tense 11/17 clauses. It is against the concept or the rule of tense in recount text, even there is a use of continuous tense in a text. It is considered as the bad result or bad example of recount text.

Tenses

Simple past

5/17

29.4%

Simple present

11/17

64.7%

Present Continuous

1/17

5.9%

Figure 7 Tenses

Average: 1.7/3

METAFUNCTIONAL ANALYSIS

INTERPERSONAL

MOOD CHOICES

In terms of the Mood, all of the clauses are declarative which mean that the student places his readers as the recipient of information. In other words, he situates the readers in the potential role of acknowledger (Eggins, 1994; Halliday, 1992; Martin, 1997). Moreover, according to Eggins (2004) and butt, et al (2000), the mood or mood block is the name given to the subject and finite plus the polarity. On the other hand, Residue is the predicator, complement, and adjunct make up the residue of a clause or the addition of the main idea of the clause itself. i.e.

Table 1 example of mood choices

feel

A bit sad

Subject

Finite

Complement

MOOD

RESIDUE

MOOD

Residue

Table 2 Number of mood and residue

The analysis shows that the number of MOOD are lesser than the number of RESIDUE in the text.

It means that student often put predicator, complement, as well as adjunct to create more complex sentence. It is a sign of student’s ability in creating a complex sentence, even though there are still several mistakes made. i.e.

Table 3 Example of mood and residue in complex sentence

When

remembering

About my childhood

Adj: conj

Subject

Finite

predicator

Adj: Mood

Residue

MOOD

RESIDUE

FINITE, PREDICATOR, COMPLEMENT and ADJUNCT

Table 4 FInite, Predicator, Complement and adjunct

Finite

Predicator

Complement

Adj: conj

Adj: mood

Finite is that part of the verbal group which encodes primary tense or the speaker’s opinion. The finite telling the time of the process (Eggins, 2004: Butt, et al, 2000). Finite will be the first word in the verbal group but, if the verbal group is only one word, a finite signifying tense as well as the event itself (Eggins, 2004: Butt, et al, 2000). Predicator: the rest of the verbal group, including any other auxiliaries. While adjunct is adverbial group, nominal group and prepositional phrases that acted as circumstances for the experiential meaning of a clause. Then, complement is other nominal group which may be regarded as complements because they complete the argument set up in the clause.

In regard to the data, finite always showed up in every sentences, even two finites in one elliptical sentences. Then, compliment and predicator showed up in adequate numbers. Furthermore, the writer interestingly put some adjunct within the sentences twelve out of seventeen sentences.

Polarity

Most of the sentences contain positive polarity, since there are no negative polarity found in the sentences. As we know, polarity is “A number of the clauses are subordinate. With the samples available, it is not possible to assign status in every case, and there are some of clear main clauses; but I think the tendency to lower status should be noted.” (Sinclair 1991: 74).

Table 5 Polarity

Polarity

Positive

17/17

100%

Negative

0/17

Modality

The number of modality found in the text is zero. The writer didn’t put his judgement onto some situations and the text contains none of writers’ modality (certainty about something and so on and so ford).

Table 6 Modality

Modality

Yes

0/17

None

17/17

100%

Appraisal

Appraisal is the word used to represent the quality of something, usually represented by adjectives. In the text, the number of appraisal were used. It shows that student was aware of the usage of adjective and tried to show the quality of something using appraisal.

Table 7 Appraisal

Appraisal

Yes

7/17

41.1%

10/17

58.9%

IDEATIONAL

Transitivity choice will be related to the dimension of Field, with the choice of process types and participant roles seen as realizing interactants encoding of their experiential reality; the world of actions, relations, participants and circumstances that give content to their talk. When we look at the experiential metafunction, we are looking at the grammar of the clause as representation. When we look at the experiential metafunction, we are looking at the grammar of the clause as representation.

PARTICIPANTS

As the social function of the Recount text is to tell what happened, to document a sequence of events and evaluate their significance in some way (Butt et al., 2006), it typically requires the use of specific participants such as a young brother, my mother, my friends.… (Emilia, 2010).

The analysis from the text shows the writer often used I as the main character and participants of the story. The development of various character was stacked in the text, even the use of I was overrated in this case, i.e. “Sometimes I feel sad”, “When I was about 7 years old”. Fortunately, the writer used the pronoun sometimes, mostly, “it” in the sentences, i.e. “And it was taken by my neighbor”. The selection of the participants were quite proper, yet only few variety of participants used in the text, due to the fact that, genre such as personal Recount has the purpose of reflecting upon and interpret the writer’s experience (Derewianka, 1998).

Participant Types

Participant Type Frequency

Table 8 Data of participants

Intensive

Range

Verbiage

Existent/extent

Phenomenon

Attributives

Senser

Carrier

Actor

Goal

Sayer

Receiver

Interestengly, different with the expert or high achiever student’s text, the most frequent Participant Type in low achiever student’s text was Senser followed by Phenomenon, yet the others are actor and goal. Instances of sensers in the text are: Sometimes I feel sad; but sometimes I feel so lucky; sometimes I feel envy.”. The instances of other frequently appearing participants are: Phenomenon, in 7 clauses Sometimes I feel sad; but sometimes I feel so lucky; sometimes I feel envy.”. Actor in 4 clauses, i.e. “my brother and me oftenly went to the airport”. Goal in 2 clauses as well, for instance, ” it was taken by my neighbor”. The full analysis has already enclosed in appendices for better data. From the analysis above, the text wasn’t concerned on the actor and goal as elaborated before by Eggins (1994) who argued that when talked about action, it should be action and action involved actors. Instead of that, the text contains more senser and phenomenon. As stated by Eggins (2004) and Butt (2000), Mental Process: what we think and feel. The process is called mental. Mental process is usually in simple present, but it doesn’t mean it is always in that tense. The Participant is called Senser. The thing that is sensed called phenomenon. Act: realized by an imperfective non-finite clause acting as if it were a simple noun. Facts; the truth. Projection happens when both mental and material occur. Perhaps, it is because of the mental process. Mental processes can be added with the circumstances as well. So far, the analyst argued that senser should often appears in argument text, not recount text.

PROCESS TYPES

Process Type Frequency

Material

Verbal

Mental

Behavioral

Relational

Existential

TOTAL

Table 9 Data of processes

We can see that the most frequent type of processes used in the text is Mental process, followed by Material process, verbal process, Existential, relational process. The writer used Material process to indicate the things that happen in the story. The writer used Mental process to show the participants’ of the story (I) feeling, as we can see in clause ; sometimes I feel envy.”. Mental process is about mental reaction; about thoughts, feelings and perceptions (Eggins, 1994). Existential processes represent experience by positing that ‘there was/is something’ (Eggins: 2004). It can be seen from the following clause taken from the text “There are much experiences about my childhood.”. Another feature of existential meaning of the recount genre which was found in student’s text is the use of relational process. Relational process is a state of being, including having (Eggins, 1994). The Relational process is also found in the text. The relational process can be used to identify something or to assign a quality of something (Gerrot and Wignell, 1995). We can see the Relational process in clause: “When I was about 7 years old. In conclusion, the student has been able to show the ability to make a Recount text by making use mostly material process.

CIRCUMSTANCES

Table 10 Circustances

Circumstance

Frequency

Extent

Location

Contingency

Cause

Accompaniment

Matter/Quality

Role/Purpose

temp

TOTAL

From the data, it could be seen only a little number of circumstances used in the text. Oppositely, only matter and temp circumstances appeared in the text, while in expert and high, there were lots of circ: location used. i.e. for circ: matter: “about my childhood experiences.”

TEXTUAL ANALYSIS

Table 12 number of theme and rheme

Thematic System

Table 11 number of textual, topical and interpersonal theme

Textual

Topical

Theme

Rheme

Textual meaning. In describing the structural configurations by which the clause is organized as a message, we will recognize that one major system is involved, that of Theme, with a configuration of the clause into the two functional components of a Theme (point of departure for the message) and a Rheme (new information about the point of departure) (Eggins, 2004; Butt, et al, 2000). The definition of Theme as given by Halliday and Matthiessen (2004) is that it is the element which serves as 'the starting-point for the message: it is what the clause is going to be about'. The definition of the Rheme is that it is the part of the clause in which the Theme is developed. Since we typically depart from the familiar to head towards the unfamiliar, the Rheme typically contains unfamiliar, or 'new', information. i.e.

And

Was

taken

My neighbor

Adj: conjunction

complement

finite

predicator

Subject

RESIDUE

MOOD

RESIDUE

Goal

Material

Actor

Textual

Topical

THEME

RHEME

There are 19 themes, as well as 19 rhemes occurred in the text, since there is a possibility of having two themes and rhemes, if the clause is complex or elliptical. Moreover, there should be a topical and textual theme. If the first element is a topical element, you call that THEME and all the rest of the clause RHEME. If other elements (interpersonal, textual) come before rhe topical element, you include them in the THEME, up to the end of the first topical element. i.e. in the table above.

When a constituent to which we would assign a Mood label (but not a Transitivity label) occurs at the beginning of a clause, we call it an interpersonal Theme. The constituents which can function as interpersonal Themes are the unfused Finite (in interrogative structures) and all four categories of Modal Adjuncts: Mood, Vocative, Polarity and Comment.

Theme Progression

Reiteration

Zig-zag pattern

Reiteration theme progression:

I want to tell you about my childhood experiences

Sometimes I feel sad

Zig-zag pattern:

Because I just have a few photos about my childhood

And it was taken by my neighbor

Over all, the student mostly used Theme reiteration. Theme reiteration is exploited with greater complexity and consistency (Eggins, 2004). Having the same participants made Theme on a regular basis provides the text with a clear focus. Unfortunately, although Theme reiteration gives a clear focus, it also indicates that the text is boring to read and that the text is going nowhere (Eggins, 2004: 324).

Markedness

As stated in Eggins (2004) and Butt, et al (2000), theme markedness has to do with the relationship between the Mood and Theme structures of the clause: how the functional roles assigned to constituents in aTheme analysis conflate with the functional roles assigned to those same constituents in the Mood structure. Unmarked Theme is when the constituent that is Theme is also playing one of the following roles: Subject (in a declarative clause); Finite (in an interrogative); Predicaror (in an imperative); WH element (in a WH-interrogative). Marked Theme, then, is when Theme conflates with any other constituent from the Mood system. The commonest type of marked Theme is Theme conflating with an Adjunct: circumstantial (which is not conflated with a WH element).

Markedness

Frequency

Marked

Unmarked

DISCUSSION

Summary of the findings

Expert’s text:

Generic structure of a recount text is met by the use of logical sequence of staging and phasing.
Perfect use of punctuation and spelling shows that the author has mastered the vocabulary needed to write a recount text and how to use them in a sentence.
The text only uses simple past tense without any variation of the other past tenses like past perfect and past continuous.
The use of conjunctive adjuncts helps the paragraphs progress well.
The participant which is dominant is Goal. This may be due to a lot of passive forms used in the text.
As a result of passive forms, there are more complements than subjects.
The author only made one grammatical error with the use of ‘me’ instead of ‘I’ in the last paragraph.
Appraisals are used to judge or comment on certain events or specific details in the event.

High Achiever:

The generic structures were used well in the proper sequences.
The most dominant tense used was past tense, aligned with the rule of recount text which talking about past events
In metafunctional analysis, specifically, ideational, the participants and process mostly appeared were actors and goals. It is similar with the statement of Emilia (2014).
Declarative sentence and positive polarity were used, in order to intentionally elaborate the events in sentences.
Theme progression which mostly analyzed was zig-zag pattern, since it is important to make an interesting pattern of theme, so that the reader wont get bored toward your writing.

Low Achiever:

The generic structured was set well enough, yet still not really good cohesivity.
Strangely, the most dominant tense was present perfect. It shows that the text wasn’t develop adequately.
Along with that, the dominant participant and process in ideational analysis were senser and phenomen which should not be too much in recount text.
Declarative and polarity were matched with the correct form of sentence in recount text.
Theme progression seems to be boring, because the writer repeatedly used reiteration theme progression which means stagnant.

Need analysis of student’s literacy development

PEDAGOGICAL IMPLICATION

Analysis of students’ needs

Based on the problem occurred, it seems that there was a significant difference between high achiever and low achiever. It might happen, because of different ability to gather information in the class. Students’ need to change it, yet the source should be not only teachers. Regarding to that, small group discussion may be the solution to improve the low achiever proficiency in understanding the concept given by teachers by discussing with the high achiever one.

General Overview

Small Group Discussion

Using small groups allows instructors to play a facilitator role in maximizing the amount of student talk and helping students stay engaged in the work of language practice and language learning. There are so many statements from experts who say that small-group has advantages not only for students but also for teachers.

Long and Porter (1985) were two of the best-known SLA researchers who had a significant impact in the field by strongly advocating the use of group work in second language pedagogy and its use in research on language learning. In their seminal article in TESOL Quarterly (1985), they claimed that group work was supported by five strong pedagogical arguments: (a) Group work increases language practice opportunities; (b) It improves the quality of student talk; (c) It helps individualize instruction; (d) It promotes a positive affective climate, and; (e) It motivates learners (pp. 208-212).

In face-to-face classes, small-group discussions are more likely to engage a higher number of students than discussions in large classes and small groups produce better learner outcomes, such as increased participation, understanding of the material, generation of ideas, and the quality of communication (appropriateness, richness, openness, and accuracy) compared with large ones (Pollock, Hamann, and Wilson 2011).

Moreover, Brookfield and Preskill (2005) list 15 benefits of discussions, including the development of ‘‘intellectual agility’’ and ‘‘skills of synthesis and integration. According to Olmstead (1974), the use of small groups in the classroom holds many advantages, such as increasing student understanding of the content, increasing their motivation and engagement, helping them to develop effective problem-solving skills, and helping them to be able to apply what they have learned at a later dateFurthermore, Garside (1996) argues that active learning is a key component for developing skills, and discussion is one such strategy where students ‘‘elaborate, defend, and extend their positions, opinions, and beliefs. Similiarly, Rabow et al. (1994) argue that when students learn through discussion groups, they are required to become actively involved in the gaining of knowledge; discussion groups promote ‘‘a high level of analytical thinking’’ and help students master critical-thinking skills.

The assumption that discussions have beneficial effects on student learning is also implicit in scholarly work on how to structure discussions and discussion topics (Marks, 2008). The focus of the present review was an examination of the effects of using group discussions as a tool for promoting students’ high-level comprehension of text (i.e., critical literacy). The term high-level comprehension is used to refer to critical, reflective thinking about text. High-level comprehension requires that students engage with text in an epistemic mode to acquire not only knowledge of the topic, but also knowledge about how to think about the topic and the capability to reflect on one’s own thinking (cf. Chang-Wells & Wells, 1993). On the whole, studies assessing the usefulness of discussions conclude that they not only help develop students’ oral communication skills (Dallimore, Hertenstein, and Platt ,2008) but also improve learning (Davis and Murrell, 1993); they are considered an active learning technique and are credited with promoting critical thinking and higher-order, deep learning.

There are also experts that argued that that small-group discussion has more advantages than large groups. Smaller groups encourage students to raise questions, engage “with the learning material to a deeper level,” and demonstrate “greater linking of concepts” as well as a higher degree of critical analysis and questioning (Mayo, Sharma, and Muller 2009) than larger groups, which are often driven by just a few individual students and sometimes perceived as threatening by students (Nicol and Boyle 2003). In a comparison of different types of discussions, students find that small-group discussions are particularly likely to stimulate student interest and engage them with the material. (Pollock et al, 2012). Nevertheless, In small groups (N=5), more dialogues take place and group members are most influenced by those with whom they interact the most in dialogues; in large groups (N=10), in contrast, less dialogue takes place and members are most influenced by the dominant speaker (Fay, Garrod, and Carletta 2000).

LESSON PLAN

RENCANA PELAKSANAAN PEMBELAJARAN

Nama Sekolah : -

Kelas/Semester : XI/2

Mata Pelajaran : Bahasa Inggris

Alokasi Waktu : 2 X 40 menit

Tema : Teks recount lisan dan tulis sederhana, tentang pengalaman

Aspek/Skill : Membaca dan berbicara

Jumlah Pertemuan : 3 pertemuan

Kompetensi Inti
Menghayati dan mengamalkan ajaran agama yang dianutnya
Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia
Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

Kompetensi Dasar
Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana tentang pengalaman/kejadian/peristiwa, sesuai dengan konteks penggunaannya.
Menangkap makna dalam teks recount lisan dan tulis sederhana.
Menyusun teks recount lisan dan tulis sederhana tentang pengalaman/ kegiatan/kejadian/peristiwa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

Indikator
Pertemuan 1
Mengidentifikasi gambaran umum, informasi tertentu dan rinci dari teks recount sederhana tentang kegiatan/kejadian/peristiwa dengan penuh percaya diri dan bertanggung jawab.
Mengurai gambaran umum dan informasi tertentu dari teks recount sederhana tentang kegiatan/kejadian/peristiwa dengan penuh percaya diri dan bertanggung jawab.
Mendeteksi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks recount sederhana.
Pertemuan 2

Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan pada teks recount sederhana sederhana tentang kegiatan/kejadian/peristiwa.
Menyunting teks recount sederhana lisan sederhana tentang kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Pertemuan 3
Menyunting teks recount sederhana tulis sederhana tentang kegiatan/kejadian/peristiwa dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
Menyusun teks recount sederhana lisan dan tulis sederhana tentang kegiatan/kejadian/peristiwa dengan memperhatikan tujuan, struktur teks, dan unsur kebahasaan, secara benar dan sesuai dengan konteks.

Tujuan Pembelajaran

Setelah kegiatan pembelajaran, siswa diharapkan dapat mencapai tujuan-tujuan berikut.

Pertemuan 1

Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta didik mampu, menganalisis dan menangkap makna teks recount sederhana lisan dan tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur dan bertanggung-jawab.

Pertemuan 2

Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta didik mampu, menangkap makna dan menyunting teks recount sederhana lisan dan tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur dan bertanggung-jawab.

Pertemuan 3

Melalui proses membaca, menonton, menanya, mencoba, dan menalar peserta didik mampu menangkap makna dan menyusun teks recount sederhana lisan dan tulis sederhana tentang kegiatan/kejadian/peristiwa dengan percaya diri, jujur dan bertanggung-jawab.

Fitur Kebahasaan

Past tenses:
Conjunctives:
Adverbial phrases:
Pronouns:

Materi Pembelajaran

Teks Recount Sederhana

Fungsi sosial: To tell/ to retell past events for the purpose of informing or entertaining.

My Grandpa’s Funeral in Toraja

Last month my family and I went to Toraja to attend Grandpa’s funeral. It was my first time to go to such a ceremony. We gathered there with our kin in the ceremony. Overall, the ceremony was quite elaborate. It took about a week. Several days before the ceremony was done, grandpa’s body was kept in a series of houses arranged in a circular row around an open field called tongkonan. His corpse was dressed in a fine wearing.

The funeral was performed in two phases. First, we slaughtered the pigs and buffaloes, and then moved the corpse to face north. In this ceremony we wore black clothes. After that, the corpse was placed in a sandal wood coffin. Then, it was brought out of the house and placed on an open platform beneath the granary. Meanwhile, my uncle, my brother, and I prepared the wooden puppet and a funeral tower called lakian. The next phase of the ceremony was held in this place. The coffin is borne from the house and placed in the lakian. During the day, there were also buffalo matches. They were great matches. In the night, we were feasting, chanting, and dancing.

On the last day, the grandpa’s coffin were lowered from the funeral tower and brought up to the mountain side family graveyard. It was followed by great shouting and excitement from the relatives and the guests. Finally, we installed the wooden puppet on a high balcony where other puppets representing the members of a whole family were already there. The funeral ceremonies made my family and me tired. However, we were grateful because it ran smoothly.

Contoh situasi small group discussion

You want to say: Minggu lalu saya dan ibu saya pergi ke bandara untuk pergi liburan ke Malaysia.

How do you say it in English?

Last week, my mother and I went to the airport to go on holiday to Malaysia.

Media Pembelajaran

Papan tulis
Speaker
Power point presentation

Metode dan Teknik

Communicative Language Learning (CLL)
Pairing and group discussion
Peer Feedback

Langkah-langkah Pembelajaran

Contoh langkah-langkah pembelajaran pada Pertemuan 1:

Kegiatan Pendahuluan
Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran
Memberi motivasi belajar
Mengajukan pertanyaan-pertanyaan yang mengaitkan pengetahuan sebelumnya dengan materi yang akan dipelajari:
Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan menyampaikan cakupan materi dan penjelasan uraian kegiatan sesuai silabus.

Kegiatan Inti

Mengamati

Siswa membaca beberapa recount sederhana kegiatan/kejadian/peristiwa yang terdapat dalam buku teks atau sumber lainnya dalam kelompok 4 orang kemudian masing-masing anggota kelompok membacakan recount sederhana yang dibacanya. (Siswa melakukan proses ini berdasarkan panduan yang disiapkan guru)
Siswa menirukan contoh pengucapan kalimat-kalimat dalam iklan kegiatan/kejadian/peristiwa tersebut dengan bimbingan guru.
Siswa belajar menemukan gagasan pokok, informasi rinci dan informasi tertentu dari teks yang dibaca.

Menanya

Dengan bimbingan dan arahan guru, siswa mempertanyakan antara lain perbedaan antar berbagai teks recount sederhana yang ada dalam bahasa Inggris terutama tentang fungsi sosial, struktur teks, dan unsur kebahasaan.
Siswa mempertanyakan gagasan pokok, informasi rinci dan informasi tertentu dari teks recount sederhana tentang kegiatan/kejadian/peristiwa.

Mengeksplorasi

Siswa melaporkan hasil diskusi kelompok pada tahap mengamati dan ditanggapi oleh kelompok lain
Siswa secara kelompok membacakan teks recount sederhana berupa sebuah brosur kegiatan/kejadian/peristiwa yang sudah dibawa dengan pengucapan, tekanan kata dan intonasi yang tepat
Siswa berpasangan menemukan gagasan pokok, informasi rinci dan informasi tertentu serta fungsi sosial dari teks recount sederhana yang dibaca/didengar.

Mengasosiasi

Dalam kerja kelompok terbimbing siswa menganalisis dengan membandingkan berbagai teks yang menggambarkan kegiatan/kejadian/peristiwa dengan fokus pada fungsi sosial, struktur teks, dan unsur kebahasaan.
Siswa mengelompokkan teks recount sederhana sesuai dengan fungsi sosialnya.
Siswa memperoleh umpan balik (feedback) dari teman tentang setiap yang disampaikan dalam kerja kelompok.

Mengomunikasikan

Menyampaikan hasil kerja kelompok tentang kegiatan/kejadian/peristiwa sesuai dengan panduan yang disiapkan guru.
Siswa membuat laporan evaluasi diri secara tertulis tentang pengalaman dalam menggambarkan kegiatan/kejadian/peristiwa dan termasuk menyebutkan dukungan dan kendala yang dialami (learning journal).

Penutup
Memberikan umpan balik terhadap proses dan hasil pembelajaran;
Melakukan kegiatan tindak lanjut dalam bentuk pemberian tugas individual
Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

Penilaian

Kriteria penilaian Kinerja dan Tugas:

Pencapaian fungsi sosial
Kelengkapan dan keruntutan struktur teks recount sederhana
Ketepatan dan kesesuai unsur kebahasaan: tata bahasa, kosakata, ejaan, struktur teks dan paragraf.

Partisipasi dalam aktivitas berbicara: Melakukan monolog tentang recount sederhana kegiatan/kejadian/peristiwa di depan kelas secara individu atau berpasangan

Catatan: Ucapan, tekanan kata, dan intonasi yang baik akan menjadi nilai tambah dalam aktivitas berbicara.

Rubric for Recount Writing Assignment

RECOUNT RUBRIC Criteria

Level 1 (POOR)

Level 2 (FAIR)

Level 3 (GOOD)

Level 4 (EXCELLENT)

Knowledge and Understanding

Demonstrates knowledge and understanding of the text form, genre, format A recount text includes: -setting/orientation (who, what, where, when, why) -retell of events to inform or entertain -description of events related to the main idea -description of events in proper sequence

Level 1

*Demonstrates limited knowledge and understanding of the text form, genre, and format, development of events are unclear and lack focus

Level 2

*Demonstrates some knowledge and understanding of the text form, genre, and format, development events are somewhat clear with some focus

Level 3

*Demonstrates considerable knowledge and understanding of the text form, genre, and format, development of events are clear and focused

Level 4

*Demonstrates thorough knowledge and understanding of the text form, genre, and format. events are developed with a high degree of clarity and focus

Thinking

Generates ideas that are connected and is able to support ideas with detail and reasons (e.g. support main ideas) Demonstrates critical and creative thinking processes to enhance writing (e.g. understands/writes from a personal perspective, writes with imagination)

Level 1

*Generates and supports ideas with limited effectiveness *Demonstrates critical and creative thinking processes with limited effectiveness

Level 2

*Generates and supports ideas with some effectiveness *Demonstrates critical and creative thinking processes with some effectiveness

Level 3

*Generates and supports ideas with considerable effectiveness *Demonstrates critical and creative thinking processes with considerable effectiveness

Level 4

*Generates and supports ideas with a high degree of effectiveness *Demonstrates critical and creative thinking processes with a high degree of effectiveness

Communication

Expresses and organizes ideas in recount form (e.g. time order sequence) Communicates for audience (any reader) and purpose (to entertain or inform) (e.g. style, voice, tone) Uses conventions (e.g. grammar, spelling, punctuation) and appropriate word choice (e.g. transition linking words, such as then, after)

Level 1

*Expresses and organizes ideas in recount form with limited effectiveness *Communicates for audience and purpose with limited effectiveness *Uses conventions and word choice with limited effectiveness

Level 2

*Expresses and organizes ideas in recount form with some effectiveness *Communicates for audience and purpose with some effectiveness *Uses conventions and word choice with some effectiveness

Level 3

*Expresses and organizes ideas in recount form with considerable effectiveness *Communicates for audience and purpose with considerable effectiveness *Uses conventions and word choice with considerable effectiveness

Level 4

*Expresses and organizes ideas in recount form with a high degree of effectiveness *Communicates for audience and purpose with a high degree of effectiveness *Uses conventions and word choice with a high degree of effectiveness

Application

Transfers knowledge and skills to the writing task Demonstrates an ability to make connections among topic, personal experiences, and life situations to enhance writing

Level 1

*Transfers knowledge and skills with limited effectiveness *Makes connections among topic, personal experiences, and life situations with limited effectiveness

Level 2

*Transfers knowledge and skills with some effectiveness *Makes connections among topic, personal experiences, and life situations with some effectiveness

Level 3

*Transfers knowledge and skills with considerable effectiveness *Makes connections among topic, personal experiences, and life situations with considerable effectiveness

Level 4

*Transfers knowledge and skills with a high degree of effectiveness *Makes connections among topic, personal experiences, and life situations with a high degree of effectiveness

Observation Sheet

Lembar Pengamatan Sikap Peserta didik

No.

Nama Peserta didik.

Bertanggung

Jawab

Jujur

Santun

Dalam

Berkomunikasi

Percaya diri

Kedisiplinan dalam tugas

Nilai rata-rata (kualitatif/huruf).

Catatan: Setiap aspek menggunakan skala 1 s.d. 5

1 = Sangat Kurang 3 = Cukup 5 = Amat Baik

2 = Kurang 4 = Baik

Portofolio

Nama Siswa : ________________________________________

Kelas : ________________________________________

Guru : ________________________________________

Kreteria Aspek

Ada kumpulan catatan kemajuan belajar

5 kreteria terpenuhi

4 Kreteria terpenuhi

3 Kreteria terpenuhi

≤ 2 kreteria terpenuh

Ada hasil sebuah teks recount sederhana

Ada kumpulan karya siswa yang mendukung proses penulisan teks recount sederhana berupa: draft, revisi, editing sampai hasil terbaik untuk dipublikasi

Ada kumpulan hasil tes dan latihan.

Ada catatan penilaian diri dan masukan dari siswa lain

Penilaian Diri

Contoh Format Jurnal Belajar:

My Learning Journal

Name:

A summary of what I have covered:

Things I am still not sure of:

Things I need to do to overcome these uncertainties:

Things I have learned today:

Mengetahui,

Kepala Sekolah

NIP.

...............................2018

Guru

Brilian Rachman

NIM. 1707213

CHAPTER V

CONCLUSION AND RECOMMENDATION

CONCLUSION

Expert’s text:

Generic structure of a recount text is met by the use of logical sequence of staging and phasing.
Perfect use of punctuation and spelling shows that the author has mastered the vocabulary needed to write a recount text and how to use them in a sentence.
The text only uses simple past tense without any variation of the other past tenses like past perfect and past continuous.
The use of conjunctive adjuncts helps the paragraphs progress well.
The participant which is dominant is Goal. This may be due to a lot of passive forms used in the text.
As a result of passive forms, there are more complements than subjects.
The author only made one grammatical error with the use of ‘me’ instead of ‘I’ in the last paragraph.
Appraisals are used to judge or comment on certain events or specific details in the event.

High Achiever:

The generic structures were used well in the proper sequences.
The most dominant tense used was past tense, aligned with the rule of recount text which talking about past events
In metafunctional analysis, specifically, ideational, the participants and process mostly appeared were actors and goals. It is similar with the statement of Emilia (2014).
Declarative sentence and positive polarity were used, in order to intentionally elaborate the events in sentences.
Theme progression which mostly analyzed was zig-zag pattern, since it is important to make an interesting pattern of theme, so that the reader wont get bored toward your writing.

Low Achiever:

The generic structured was set well enough, yet still not really good cohesivity.
Strangely, the most dominant tense was present perfect. It shows that the text wasn’t develop adequately.
Along with that, the dominant participant and process in ideational analysis were senser and phenomen which should not be too much in recount text.
Declarative and polarity were matched with the correct form of sentence in recount text.
Theme progression seems to be boring, because the writer repeatedly used reiteration theme progression which means stagnant.

In term of the implementation of pedagogical implementation, small group discussion offers beneficial chances to students in order to improve their understanding toward the concept of the genre itself. With the sharing between high and low achiever, there will be a feedback that they could get within the discussion. Hopefully, it will provide students to better writing, since the most important aspect in writing is knowing what you are going to read and how it should be serve to the readers.

RECOMMENDATION

For the expert, there are no recommendation regarding to the writer’s proficiency in creating a recount text, since the author is the expert in English subject. Instead this paper selectively used as the reference of how recount text should be made. The analyst have compared and discussed the students’ text using the comparison toward this text.

Reflecting through the analyses of students’ text, it should be recommended that the awareness of some specific characteristics of genre should be more emphasized. As the matter of the fact, that low achiever student found to be struggling in producing a proper recount text. Although, several aspects have met the requirements. Further recommendations are produced in paper three, in form of pedagogical implication that possibly implemented to improve the low achiever’s proficiency in producing recount text.

The small group discussion, hopefully, becomes a solution to improve students’ understanding toward the concept of certain genre. Indeed, the proportion of the group should be arranged by the teachers, in order to gain the best result. The balance of the group is the key of the implementation of small-group discussion.

REFERENCES

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APPENDICES

EXPERT TEXT METAFUNCTION ANALYSIS

My family and I

went

to Toraja

Last month

to attend Grandpa’s funeral

Subject

Finite

Predicator

Adjunct: circ

Adjunct:circ

MOOD

RESIDUE

Actor

Material

Circ: purpose

Circ: time

Circ: purpose

THEME

RHEME

was

my first time

to go to such a ceremony

Subject

Finite

Predicator

Complement

Adjunct: circ

MOOD

RESIDUE

Carrier

Relational

Attributive

Circ: purpose

THEME

RHEME

gathered

There

with our kin

in the ceremony

Subject

Finite

Predicator

Complement

Adjunct: circ

MOOD

RESIDUE

Actor

Material

Range

Circ: accompaniment

Circ:location

THEME

RHEME

The ceremony

Was

quite elaborate

Overall,

Subject

Finite

Predicator

Complement

Adjunct: mood

MOOD

RESIDUE

Carrier

Relational

Attributive

Manner

THEME

RHEME

Took

about a week

Subject

Finite

Predicator

Adjunct: circ

MOOD

RESIDUE

Actor

material

Circ:extent

THEME

RHEME

the ceremony

was

done

Several days before

Subject

Finite

Predicator

Adjunct: circ

MOOD

RESIDUE

Goal

Material

Circ:location

THEME

RHEME

grandpa’s body

was

kept

in a series of houses arranged in a circular row around an open field called tongkonan

Subject

finite

predicator

Adjunct: Circ

MOOD

RESIDUE

Goal

Material

Circ:location

THEME

RHEME

His corpse

was

dressed

in a fine wearing

Subject

Finite

Predicator

Complement

Mood

Residue

Actor

Material

Goal

Circ: location

Topical

THEME

RHEME

The funeral

Was

performed

in two phases.

Subject

Finite

Predicator

Complement

Mood

Residue

Goal

Material

Circ: manner

Topical

THEME

RHEME

First,

slaughtered

the pigs and buffaloes

Adj: continue

Subject

Finite

Complement

Mood

Residue

Actor

Material

Range

Textual

Topical

THEME

RHEME

and then

moved

the corpse

to face north.

Adj: conjun

Finite

Complement

Adj: circ

Residue

Material

Goal

Manner

Textual

THEME

RHEME

In this ceremony

Wore

black clothes

Complement

Subject

Finite

Complement

Mood

Residue

Actor

Material

Range

Textual

Topical

THEME

RHEME

After that,

the corpse

was

placed

in a sandal wood coffin.

Adj: conjun

Subject

Finite

Predicator

Complement

Mood

Residue

Goal

Material

Circ: location

Textual

Topical

THEME

RHEME

Then

was

brought out of the house and placed on

an open platform beneath the granary

Adj: conjun

Subject

Finite

Predicator

Complement

Mood

Residue

Goal

Material

Range

Textual

Topical

THEME

RHEME

Meanwhile,

my uncle, my brother, and I

prepared

the wooden puppet and a funeral tower called lakian

Adj: conjun

Subject

Finite

Complement

Mood

Residue

Actor

Material

Goal

Textual

Topical

THEME

RHEME

During the day

There

Were

Also buffalo matches

Adj:circ

Finite

complement

Residue

MOOD

Circ: extend

Existential

extent

Topical

THEME

RHEME

They

Were

Great matches

Subject

Finite

Complement

MOOD

Residue

Token

Intensive

Value

Topical

THEME

RHEME

In the night

were

feasting

Chanting

And Dancing

Adj: circ

Subject

Finite

predicator

Predicator

Residue

MOOD

Residue

Circ: loc

carrier

intensive

attributes

Topical

THEME

RHEME

On the last day

The grandpa’s coffin

Were

lowered

From the funeral tower

And

Brought up

To the mountain side family graveyard

Adj: circ

Complement

Finite

Predicator

Adj:circ

predicator

Adj: circ

Residue

MOOD

RESIDUE

Circ: Loc

Goal

Material

Circ: loc

Material

Circ: Loc

Topical

Theme

Rheme

Theme

Rheme

Was

followed

Great shouting

From the relatives

And

The guest

complement

finite

predicator

Subject

Adjunct

MOOD

RESIDUE

Goal

Material

Actor

Circ: Role

Topical

THEME

RHEME

Finally

Installed

The wooden puppet

On a high balcony

ADJ: mood

Subject

Finite

complement

Adj: circ

Residue

MOOD

Residue

Actor

Material

Goal

Circ: Loc

Textual

Topical

THEME

RHEME

The funeral ceremonies

made

My family and me

Tired

Subject

Finite

Complement

MOOD

RESIDUE

Attribute/agent

causative

Carrier

Attributes

Topical

Theme

Rheme

however

Were

Grateful

Adj: mood

Subject

Finite

Complement

residue

MOOD

RESIDUE

Carrier

intensive

attributive

Topical

Theme

Rheme

because

Ran

smoothly

Adj: mood

Subject

Finite

complement

residue

MOOD

Residue

Actor

Material

Circ: Manner

Textual

Topical

Theme

Rheme

HIGH ACHIEVENG STUDENT’S TEXT

Last year, i went to bandung with my father, my mother, and my sisters

Last year

went

To Bandung

With my Father

Adjunct

Subject

Finite

Adjunct

Complement

MOOD

RESIDUE

Actor

Material

Circumstance

Textual

Topical

THEME

RHEME

We went there to celebrate my brother's graduate from his college.

went

there

To celebrate

my brother’s graduate from his college

Subject

Finite

Predicator

Adjunct

Complement

MOOD

RESIDUE

Actor

Material

Scope

Circ: Purpose

Topical

THEME

RHEME

We went there by plane

Went

there

by plane

Subject

Finite

Adjunct

Complement

MOOD

RESIDUE

Actor

Material

Scope

Circ: Accompaniment

Topical

THEME

RHEME

actually that was my first time on a plane,

actually

That

was

my first time

on a plane

Adjunct

Subject

Finite

Predicator

Adjunct

MOOD

RESIDUE

Actor

Relational

Identifying

Circ: Location

Textual

Topical

THEME

RHEME

so i felt a little dizzy

felt

a little dizzy

Adjunct

Subject

Finite

Complement

MOOD

RESIDUE

Senser

Mental

Phenomenon

Textual

Topical

THEME

RHEME

The trip is going well

The trip

going

Well

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Token

Relational

Material

Topical

THEME

RHEME

and there was no trouble at all.

and

there

was

no trouble

at all

Adj: conjunction

Subject

Finite

Predicator

Complement

Mood

Residue

Relational

Identifying

Circ: Extent

Textual

Topical

THEME

RHEME

The scenery that i saw from the top of the place was very beautiful

The scenery

that

saw

from the top of the place

was

very beautiful

Subject

Finite

Complement

MOOD

RESIDUE

Actor

Relational

Attributive

Topical

THEME

RHEME

9. Since that was my first experience

Since

that

was

my first experience

Adj: conjun

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Token

Pr:intensive

Value

Textual

Topical

THEME

RHEME

10. It took only 45 minutes to arrived there.

took

only 45 minutes to arrived there

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Actor

Material

Range

Topical

THEME

RHEME

11. On bandung my parents rented a bus for our transportation.

On Bandung

my parents

rented

a bus for our transportation

Adjunct: circ

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Circ: location

Actor

Material

Range

Textual

Topical

THEME

RHEME

12. Also, that was my first time to see toll road

Also

that

was

my first time to see toll road

Adj: conjun

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Token

Pr: intensive

Value

Textual

Topical

THEME

RHEME

13. In my area, there's no toll road along the way.

In my area

there

‘s

no toll road along the way

Adj: conjun

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Circ: location

Existential

Existent

Textual

Topical

THEME

RHEME

14. Finally after took 2-3 hours we arrived at my brother's rented house.

Finally,

after took 2-3 hours

arrived

at my brother's rented house

Adj: mood

Adj: circ

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Actor

Material

Range

Textual

Topical

THEME

RHEME

15. My activities was only playing a game.

My activities

was only

playing a game

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Token

Pr: intensive

Value

Topical

THEME

RHEME

16. After that my parents rented a hotel.

After that,

my parents

rented

a hotel

Adj: circ

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Actor

Material

Range

Textual

Topical

THEME

RHEME

17. My activities was only playing a game and took a cup of coffee there

My activities

Was (were)

Only playing

A game

And

Took (taking)

A cup of coffee

Subject

Finite

Predicator

Complement

predicator

Complement

MOOD

RESIDUE

Carrier

attributives

attributes

Attributes

Topical

Theme

Rheme

Theme

Rheme

18. while the entire of my family went to a cinema.

While

The entire of my family

went

To a cinema

Adj: conjun

Subject

Finite

Adj: circ

Complement

MOOD

RESIDUE

Actor

Material

Range

Circ: location

Textual

Topical

THEME

RHEME

Then

19. Finally , after 2 days of waiting, the graduation day comes

Finally

After 2 days of waiting

The graduation day

Comes

ADJ: mood

ADJ: circ

Subject

finite

Residue

MOOD

Residue

Circ:

Circ: Loc

Actor

Material

Textual

Topical

THEME

RHEME

20. We celebrated it and took a photo together

celebrated

And

Took

A photo

Together

Subject

Finite

complement

finite

Complement

Adj: mood

MOOD

RESIDUE

MOOD

RESIDUE

Actor

Material

Goal

material

Range

Circ: accompaniment

Topical

Theme

Rheme

Theme

Rheme

21. I also give a bucket of flowers to my brother

Also give

A bucket of flower

To my brother

Subject

Finite

Complement

Adj: circ

MOOD

RESIDUE

Actor

Material

Goal

Circ: Loc

Topical

Theme

Rheme

22. The hard work has been paid

The hard work

Has been

paid

To my brother

Subject

Finite

Complement

Adj: circ

MOOD

RESIDUE

Goal

material

Circ: Loc

Topical

Theme

Rheme

23. And we went home after a week of holiday there.

And

went

home

After a week of holiday there

Adj: conju

Subject

Finite

Complement

Adj: circ

RESIDUE

MOOD

RESIDUE

Actor

material

range

Circ: Loc

Textual

Topical

Theme

Rheme

LOW ACHIEVER STUDENT’S TEXT ANALYSIS

I want to tell you about my childhood experiences

want to

tell

You

about

My childhood experiences

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Senser

Mental

Phenomenon

Circ: Matter

Sayer

Verbal

Receiver

Verbiage

Topical

THEME

RHEME

Sometimes I feel sad

Sometimes

Feel

sad

Adj:

Subject

Finite

Complement

MOOD

RESIDUE

Senser

Mental

Phenomenon

Textual

Topical

THEME

RHEME

but sometimes I feel so lucky.

but

sometimes

feel

so lucky

Adj: conjunction

Subject

Finite

Complement

MOOD

RESIDUE

Senser

Mental

Phenomenon

Textual

Topical

THEME

RHEME

When I was about 7 years old

When

was

about 7 years old

Adj: conjunction

Subject

Finite

Complement

MOOD

RESIDUE

Carrier

Relational

Attribute

Textual

Topical

THEME

RHEME

my brother and me oftenly went to the airport

my brother and me

Oftenly

went to

the airport

Subject

Finite

Predicator

Adjunct

MOOD

RESIDUE

Actor

Goal

Material

Scope

Topical

THEME

RHEME

6. My father persuaded us to see the plane landing or flight

My father

persuaded

to see the plane landing or flight

Subject

Finite

Complement

Adj: Modal

MOOD

RESIDUE

Sayer

Verbal

Receiver

Verbiage

Topical

THEME

RHEME

7. We felt so happy to seen it.

felt

so happy to seen it

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Senser

Mental

Phenomenon

Topical

THEME

RHEME

8. But until now, I never go anywhere by air plane

But

until now

never go

anywhere by air plane

Adj: mood

Adj: circ

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Actor

Material

Range

Textual

Topical

THEME

RHEME

And

there

one more story

Adj: circ

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

MOOD

Existential

Existent

Textual

Topical

THEME

RHEME

THEME

That

want

to tell you

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Senser

Mental

Phenomenon

Textual

Topical

THEME

RHEME

9. And there is one more story that I want to tell u.

10. When someone post their childhood’s photos

When

someone

post

their childhood’s photos

Adj: circ

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Actor

Material

Range

Textual

Topical

THEME

RHEME

11. sometimes I feel envy.

Sometimes

feel

envy

Adj: circ

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Senser

Mental

Phenomenon

Textual

Topical

THEME

RHEME

12. Because I just have a few photos about my childhood

Because

just have

a few photos about my childhood

Adj: conju

Subject

Finite

Predicator

Complement

MOOD

RESIDUE

Carrier

Rel: attributive

Attribute

Textual

Topical

THEME

RHEME

13. And it was taken by my neighbor

And

Was

taken

My neighbor

Adj: conjunction

complement

finite

predicator

Subject

RESIDUE

MOOD

RESIDUE

Goal

Material

Actor

Textual

Topical

THEME

RHEME

14. There are much experiences about my childhood.

There

are

Much experiences

About my childhood

finite

complement

Adj: Mood

MOOD

RESIDUE

existential

extent

Circ: matter

THEME

RHEME

15. When I am remembering about my childhood.

When

remembering

About my childhood

Adj: conj

Subject

Finite

predicator

Adj: Mood

Residue

MOOD

RESIDUE

Circ: temp

carrier

intensive

attributes

Circ: matter

Topical

THEME

RHEME

16. Sometimes its funny,

sometimes

Funny

Adj: mood

Subject

Finite

Complement

RESIDUE

MOOD

RESIDUE

Carrier

relational

attributive

Textual

Topical

Theme

Rheme

17. and sometimes I feel a bit sad.

And

sometimes

feel

A bit sad

Adj: conjunction

Adj: mood

Subject

Finite

Complement

RESIDUE

MOOD

RESIDUE

Senser

mental

Phenomenon

Textual

Topical

Theme

Rheme