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Language. Megawati and Anugerahwati (2012) break
down major problems faced by students in writing
such as students’ low interest in English which is
caused by teachers’ monotonous teaching strategy,
students’ limited vocabulary and grammar mastery,
and the absence of instructional media. Another
research conducted by Eliya (2015) shows that
although students ever read the stories in Bahasa
Indonesia, they still have some difficulties such as in
developing the main idea, their limited ability to
organize a good text, and the last is teacher’s
creativity in delivering the materials. To summarize,
all of the problems might come from two sides,
students or teachers. Based on the elaboration, this
research attempted to identify students’ narrative text
from SFL perspectives and also to propose a set of
pedagogical plan to solve the problems found in the
student’s text.
There have been some related researches
conducted on analysing students’ writing by using
SFL perspective. The first research was conducted by
Correa and Dominguez (2014) about using SFL as a
tool for analysing students’ narratives. This research
employed qualitative research in which it analysed
one of the EFL instructors of a Teacher Education
Program in Madellin about his knowledge on
narrative text. The result of his writing suggested that
it is important to select appropriate approach to teach
university students, especially the EFL pre-service
teachers. It is based on assumption that when EFL
instructors have sufficient knowledge about SFL
theories and approaches, it will be beneficial for
university students as they can improve their writing
skill. The last suggestion is the importance of creating
study groups for EFL instructors. It can be actualized
through providing professional development
programs provided by the institution.
The second research was conducted by Arancon
(2013) focused on the use of SFL genre theory for the
analysis of students’ writing skills in ESP. This
research analysed a corpus of Universidad Nacional
de Educacion a Distancia (UNED) students who were
taking Business course. There were 30 texts which
were analysed in this research. The results revealed
that there were some lexico-grammatical errors found
in their writing. Those errors corresponded with the
three metafunctions in SFL. It claimed that a genre-
based approach (GBA) could help highlight the
difficulties that students faced. Furthermore, explicit
modelling of the text genre with scaffolding of
generic structure could help the writers to produce
more accurate texts in the future.
This research employed qualitative study as its
main approach which aims to identify the recurring
problems found in the student’s writing and
proposing appropriate pedagogical plan to solve the
problems. The object of this study was a student’s
narrative writing which was taken from 8 available
samples in grade eleven of a Private Islamic High
School in Central Java. The consideration of choosing
the writing sample was due to the portrayal of
common problems that the class might encounter. So,
the data which was used in this study was clauses
composed the narrative text. The data was analysed
from Systemic Functional Linguistics (SFL)
perspectives by employing three metafunctions to
identify whether the student’s writing has met the
criteria of ideal narrative text.
2 LITERATURE REVIEW
SFL views language as semiotic system which
includes phonological, lexicogrammatical, discourse,
semantic, situation, culture, and ideology (Halliday in
Sipayung et al., 2016). Furthermore, based on SFL
point of view, the realization of meaning also deals
with metafunction. Metafunction operates in three
levels named clause, sentence, and phrase. Moreover,
Thompson (2014) mentions that metafunction
includes three types of meaning which can be found
inside grammatical structure of the clause. Thus,
narrative text in the following sections will be
analyzed by using three perspectives; those are
Interpersonal (Tenor), Experiential (Field), and
Textual (Mode). These three metafunctions are
described as follows.
Interpersonal metafunction deals with how we
interact or do the communication or to exchange
information with other people. Furthermore, there are
3 ways to gain information: through questioning
(interrogative), through stating (declarative), and
through demanding (imperative). Furthermore, in
narrative texts, interrogative form is the most found
clause. Basedon Interpersonal metafunction,
declarative clause consists of Subject, Finite,
Predicator, Adjunct, Complement, and Residue.
Meanwhile, experiential metafunction is related
to transitivity analysis which involves processes,
participants, and circumstances. The term processes
is typically marked by the presence of a verb, while
the term participants relates to nominal group in a
clause and one clause might have more than one
participant. The third term is circumstance which is
marked by the presence of adverbial phrases or
prepositional phrases. Furthermore, in Transitivity
there are some kinds of processes happen named
material processes, mental processes, relational
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
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