Student’s Descriptive Text Writing In SFL Perspectives

Noprianto, Eko

doi:10.21093/ijeltal.v2i1.53

Cited by 22 publications

(26 citation statements)

References 6 publications

(7 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Topical themes in the form of the unmarked topical theme were used frequently in all texts. This result supported previous studies conducted by Noprianto (2017) and Potradinata (2018) who also found that unmarked topical theme was the dominant theme in descriptive texts. Regarding the theme progressions, reiteration pattern was a pattern that was used in all texts.…”

Section: Discussionsupporting

confidence: 92%

“…The topical theme is used 60 times and 55 of them are unmarked topical themes. This supports the findings of previous studies conducted by Noprianto (2017); Potradinata (2018) who found that in descriptive texts, unmarked topical themes were the most frequently used theme. Unmarked themes are dominant because for students who are beginners in writing English, the easiest way to compose grammatically correct English sentences is to place pronouns or nominal groups as the subject of the sentence (Halliday in Arunsirot, 2013).…”

Section: The Theme Selection Consistencysupporting

confidence: 91%

See 1 more Smart Citation

An Analysis of Cohesion and Coherence of Descriptive Texts Written by Junior High School Students

Zahra¹,

Emilia²,

Nurlaelawati³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

View full text Add to dashboard Cite

The study aims to investigate the cohesion and coherence of descriptive texts written by seventh grade junior high school students. This study was conducted in the even semester of the 2019/2020 academic year during the Covid-19 pandemic. This study used a qualitative case study design, and the data were obtained from six texts representing high, middle, and low achiever students. To identify the texts' cohesion and coherence, the grammar of textual metafunction from systemic functional linguistics (SFL), that is the theme system was used. The findings show that all students had the ability to make descriptive texts in terms of cohesion and coherence. All texts successfully used different types of themes, including topical and textual themes, and thematic progression, including the zigzag and reiteration patterns to create coherence especially at the clause level. Various cohesive devices such as reference, conjunction, lexical, and ellipsis were also used to create a cohesive text. It was also found that the texts written by high achiever students were more coherent than the texts written by middle and low achiever students due to several aspects such as the more diverse pattern and the more frequent use of pattern. In addition, the high and middle achiever texts seemed more cohesive than the low achiever texts due to the high number of cohesive devices used in the middle achiever texts, and high number of conjunctions used in the middle and high achiever texts. Based on the findings, more support is needed from teachers when teaching descriptive text to middle and low achiever students, especially in a pandemic era.

show abstract

Section: Discussionsupporting

confidence: 92%

Section: The Theme Selection Consistencysupporting

confidence: 91%

An Analysis of Cohesion and Coherence of Descriptive Texts Written by Junior High School Students

Zahra¹,

Emilia²,

Nurlaelawati³

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

View full text Add to dashboard Cite

show abstract

“…One of the skills which need to be mastered by the vocational high school students is writing skill, especially a descriptive text. This statement is in line with Noprianto (2017), who stated that descriptive text is one of the text types which is requested to master by secondary schools in Indonesia. However, this type of text is the most difficult for students.…”

Section: Introductionsupporting

confidence: 79%

Improving Students' Descriptive Text Writing by Using Writing in the Here and Now Strategy at the Tenth Grade Students of Vocational High School

Fitriani

Nur

Bustamin

et al. 2019

Int.J.Edu.Voc.Studies

View full text Add to dashboard Cite

The objective of the research is to find out whether or not the use of writing in the here and now strategy improve students' ability in writing descriptive text at class X of SMK Negeri 1 Mamuju. The method of this research was quantitative method and type of this research was pre-experimental with one group pre-test, treatment and post-test design. In this research, the researchers took the tenth grade of the second semester in which the total numbers of the population were 323, and the samples consist of 37 students. Based on the data analysis, the alternative hypothesis in this research was accepted because t-test value was more significant than t -table value (11.06 > 1.688). The researchers conclude that Writing in Here and Now strategy can improve the Students' Writing Skill at Tenth Grade Students on the second semester of SMK Negeri 1 Mamuju in academic year 2017/2018.

show abstract

“…The descriptive text tells about how the characteristics of the subject or the detail description of something. Noprianto (2017) states that as nonfiction genre, descriptive text regarded important to be introduced to the young learners as soon as possible because it is clearly recognized that when students learn nonfiction genres and they actively engage with the world outside themselves.…”

Section: Introductionmentioning

confidence: 99%

Developing Interactive Multimedia for Teaching Descriptive Texts Based on Palembang Local Culture

Elviana

Inderawati

Mirizon

2020

IEFLJ

View full text Add to dashboard Cite

The purpose of this study was to find out the validity, practicality, and potential effect of the developed interactive multimedia for teaching descriptive texts based on Palembang local culture. With Research and Development (R&D) study, this research procedure was adapted from ADDIE model consisted of five phases, i.e. analysis, design, development, implementation, and evaluation. In evaluation phase, formative evaluation which consisted of self-evaluation, expert review, one to one evaluation, small group evaluation, and field test. Formative evaluation was conducted to see the validity, practicality, and potential effect of the product. Validity was evaluated in expert review phase for its content, construct, and media. Based on experts review the result showed that the average score of all aspects of the developed product was 3.58 which can be categorized as very highly valid. The practicality was evaluated in one to one evaluation and small group evaluation. The result showed that the product was very highly practical since the average score in both phases were 3.69 and 3.74 respectively. The potential effect was evaluated in the field test. The product also had very high potential effect after being tried out in the field test as 100 % of the students achieved the minimum mastery criterion which was 75. In conclusion, the developed product was potentially effective to be applied for the tenth grade students.Keywords: development research; interactive multimedia; descriptive texts; Palembang local culture

show abstract

Student’s Descriptive Text Writing In SFL Perspectives

Abstract: Abstract

Cited by 22 publications

References 6 publications

An Analysis of Cohesion and Coherence of Descriptive Texts Written by Junior High School Students

An Analysis of Cohesion and Coherence of Descriptive Texts Written by Junior High School Students

Improving Students' Descriptive Text Writing by Using Writing in the Here and Now Strategy at the Tenth Grade Students of Vocational High School

Developing Interactive Multimedia for Teaching Descriptive Texts Based on Palembang Local Culture

Contact Info

Product

Resources

About