![](bg6.png)
Next, how characterization is developed will be
identified through AWAIT checklist.
AWAIT is an abbreviation for Appearance,
Words, Actions, Interactions, and Thoughts. To
scaffold the students, the teacher may poses some
questions based on AWAIT checklist. First, related
to the appearance of the character, for example, the
teacher may ask “What does the character look like?
What does he/she wear? Or how does the forest
(setting) look in the morning? What do you smell
when you are in the forest? And many other
questions. Second, by adding dialogues or words to
give vivid characterization. The teacher should
invite students to think what the character would say
in particular circumstances.
Next, in regard of A for Actions, the teacher
invites students to imagine character to do some
action or something to build their own personality
throughout the text. Later on, in regard of I for
Interaction, a sentence or expression may be
formulated to create conflicts between characters.
Last, in regard of T for thoughts to enhance setting’s
atmosphere or characters’ personality, one of the
way is through one-line assertion about what the
character is like.
Through displaying an example of poor
developed text of narrative, the teacher invites the
student to make the story more engaging and
interesting. The teacher asks students to identify
who the characters of the story were, where the story
took place, or what happened to the characters then
asks them to develop the word by using AWAIT
checklist. Through deconstructing the text in such a
way, the students will have knowledge on how to
utilize AWAIT strategy as guidance for them to
develop the orientation phase of their narrative texts.
Later on, in joint construction text, the students
will work in pairs to rehearse creating an orientation
phase of narrative text. They will highlight and
identify which words, indicating characters and
setting that can be developed. Then they will utilize
AWAIT strategy to modify and develop those words
into a good orientation phase of their narrative text
depicting rich and vivid characterization and setting
atmosphere. Last, in independent text construction,
the students will work independently to write their
own narrative text.
However, it is necessary to bear in mind that
further research is still needed to be conducted
related to the use of AWAIT Strategy to teach
narrative writing within genre-based approach so
that the empirical advantages and disadvantages of
this strategy can be derived.
5 CONCLUSION
The conclusion drawn from the data analysis is that
the expert’s text conforms to the conventional genre
of narrative texts. Each stage is realized through
proper registers and language features such as
dominant use of past finites, material process and
various types of cohesive markers to show
references, temporal events, and many others. On
the other hand, in general, the students’ texts still
lack some characteristics of a successful narrative
text unlike those existed in the expert’s text. The
dominant use of present finites and limited use of
material process and cohesive markers appeared to
be one of their problems in writing narrative text. In
addition, due to inadequate vocabulary repertoire,
the orientation phase of students’ narrative texts are
mostly poorly developed as the introduction of the
characters, setting, and plot tend to be finished in
one sentence without further elaboration. As the
result, the pedagogical implication concerns with the
use of AWAIT strategy to scaffold students to
develop or enrich the orientation phase of students’
narrative writing.
REFERENCES
Arimbawa, IN 2012, ‘Text-Based Approach to EFL
Teaching and Learning in Indonesia’. PRASI, vol. 8,
no. 13, pp. 9 – 14. Available from:
http://ejournal.undiksha.ac.id/index.php/PRASI/article
/download/431/4647. [23 May 2017]
Bowen, GA 2009. ‘Document Analysis as Qualitative
Research Method’, HOW, Columbian Journal for
Teachers of English 21(3), 112 – 133.
Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C
2000, Using Functional Grammar: An Explorer’s
Guide, National Centre for English Language
Teaching and Research Macquarie University,
Sydney.
Cao, C & Guo, S 2015, ‘Genre Analysis and Advanced
English Teaching’, Theory and Practice in Language
Studies, vol. 5, no. 12, pp. 2613-2618. Available from:
http://www.academypublication.com/ojs/index.php/tpl
s/article/view/tpls051226132618/521. [30 may 2017]
Correa, D & Dominguez, C 2014, Using SFL as a Tool for
Analyzing Students’ Narrative, Qualitative Research
Journal, 9(2), 27 – 40. DOI: 10.3316/QRJ0902027.
Derewianka, B 1990, Exploring How Texts Work,
McPherson’s Printing Group, Australia.
Eggins, S 2004, An Introduction to Functional Linguistics,
Continuum International Publishing Group, London
Emilia, E 2010, Teaching Writing: Developing Critical
Learners, Rizqi press, Bandung.
CONAPLIN and ICOLLITE 2017 - Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology
Conference in collaboration with the First International Conference on Language, Literature, Culture, and Education
276