Transitivity Analysis of Tenth Grade Students’ Descriptive Text

Rohmat, Nur; Nurhaeni, Nurhaeni; Anggraeni, Anita

doi:10.22460/project.v1i3.p295-302

Cited by 5 publications

(3 citation statements)

References 4 publications

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“…The most dominant process found was relational process. It signified that students were aware of how the texts should be written since one of the language features in all of the text genres was the employment of the clauses with relational process (Rohmat, Nurhaeni, & Anggraeni, 2018;Sayukti & Kurniawan, 2018;Senjawati, 2016. Moreover, Jelimun, Suarnajaya, & Adnyani (2020 investigated transitivity process in students' writings and found out that six transitivity processes were applied in the students' writings, namely material process, mental process, verbal process, behavioural process, relational process, and existential process.…”

Section: Introductionmentioning

confidence: 99%

Transitivity Analysis of Students’ Recount Texts

Elsie

Adnyani

Suarnajaya

2020

Bahasa

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This study aimed at identifying the process types that characterize the students’ recount texts, identifying the process types which are dominantly used, and identifying the circumstantial elements that characterize the students’ recount texts. This study applied a descriptive qualitative method with a case study research. The recount texts written by class XI Usaha Perjalanan Wisata (UPW) 2 at SMK Wira Harapan were used as the sources of data collection of the study. There were 26 students taken as the subjects of the study. The data of the study which are in the form of sentences and clauses were analyzed based on transitivity system, and the problems experienced by the students in writing the recount texts were discussed through focus group interview in order to determine whether the students made mistakes or errors in their texts. The study discovers that, first, the process types that characterize the students’ recount texts are material process, intensive attributive process, mental process, circumstantial attributive process, verbal process, possessive attributive process, intensive identifying process, existential process, circumstantial identifying process, and behavioral process, which respectively appears 566 times (60.66%), 149 times (15.97%), 100 times (10.72%), 35 times (3.75%), 29 times (3.11%), 21 times (2.25%), 17 times (1.82%), 9 times (0.96%), 4 times (0.43%), and 3 times (0.32%). Second, the process type which is dominantly used in the students’ recount texts is material process with the frequency of occurrence of 565 times (60.82%). The material process was used dominantly since the topics written by the students were related to past activities. Third, the circumstantial elements characterizing the students’ recount texts are location, cause, manner, extent, accompaniment, matter, and role. The results of the focus group interview and the text analysis show that the students made many mistakes and errors in their recount texts, such as the uses of past tense, article, spellings, modal auxiliary, capital letter, plurality, and preposition in a clause. The two aspects leading the deviations are interlingual and intralingual errors.

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Section: Introductionmentioning

confidence: 99%

Transitivity Analysis of Students’ Recount Texts

Elsie

Adnyani

Suarnajaya

2020

Bahasa

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“…Apendi & Mulyani (2020) taken from Wignell (1994) explains furthermore that "descriptive text is a text that describes a particular person, place, and things. Rohmat, Nurhaeni, & Anggraeni (2018) cited from Gerot & Wignell (1995: 208) state that "formulates some language features of descriptive text, one of them is using clause with attributive and identifying processes".…”

Section: Introductionmentioning

confidence: 99%

The Use of Video as Media in Teaching Writing Descriptive Text

Dwifadjrin

Pamungkas

2020

J. PRJ

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Writing is one of the skills which must be mustered in learning English. However, many students het difficulties in learning writing. The objectives of the research entitled “ The used of video as media in teaching writing descriptive text” were to found out: 1) the implementation of the scenario in teaching English writing descriptive texts in seventh grade using video as media. 2) Students responses in learning descriptive text using video as media. In conducting this research, it was used a descriptive qualitative research design to describe the result of the research. The subject of the research was grade VII of junior high school in Padalarang, consit 20 students. The results of this study indicated that the implementation in teaching is done according to the scenario which was prepared by the researchers. The responses of the students based on the questionnaires showed that teaching learning proses using video was effective. Students had high enthusiasm, they did not feel monotonous, and they were motivated. From the result of assessment, most of the students had difficulties in writing English because they had poor grammar, lack of vocabulary, and poor understanding of mechanics in writing. In addition, the students had less experience because they were not accustomed to using English in writing. After learning using video as media, the student could overcome their difficulties eventhough there was few students that not understand grammar use, vocabulary, and mechanics in the final project. Keywords: Wring skill, Descriptive Text, Video

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“…To our knowledge, no study has yielded on the application of relational process clauses in students' descriptive writing. A study of descriptive essays produced by tenth graduate highschool students focused on transitivity system consisting of all types of process without considering the roles assigned by the process (Rohmat et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Relational Process Clauses in the Students’ Descriptive Essays

Sembiring

2020

JBIT

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This study revealed the result of the analysis of the relational process clauses found on the students’ descriptive essays at the CCU course. The study is aimed at scrutinizing the clauses of the relational process with their roles and lexical verbs realizing the relational process. The data analyzed for the accountable study were 21 descriptive essays. The method applied for the study was the descriptive qualitative one and Systemic Functional Linguistics (SFL) was used as the framework in analyzing the data. The study exposed 5 different roles of clauses as a result. The roles are properties or characteristics with the first place following definition, classification, composition, and function ones in a consecutive way. The study result also acknowledged that relational process clauses are mostly used for describing Properties. This role was realized by two types of relational process clauses –intensive and possessive relational process clauses operating on attributive relational process. However, the relational process occurring in possessive relational process clause was only realized by a single verb have. This indicates that the students have a limited linguistic knowledge which implicates on improving students’ writing descriptive skills. Keywords: relational process clause, descriptive writing, essays, Systemic Functional Linguistics, CCU

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Transitivity Analysis of Tenth Grade Students’ Descriptive Text

Cited by 5 publications

References 4 publications

Transitivity Analysis of Students’ Recount Texts

Transitivity Analysis of Students’ Recount Texts

The Use of Video as Media in Teaching Writing Descriptive Text

Relational Process Clauses in the Students’ Descriptive Essays

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