TEACHING WRITING MULTIMODAL RECOUNT TEXT USING GENRE BASED APPROACH
This thesis reports on the effectiveness of using photographs as a kind of multimodal text in teaching writing recount text in genre-based approach classroom. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from four sources, inclu...
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2014-08-26.
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| Summary: | This thesis reports on the effectiveness of using photographs as a kind of multimodal text in teaching writing recount text in genre-based approach classroom. This study employed a qualitative research design, embracing characteristics of a case study. The data were obtained from four sources, including classroom observations, students' texts, questionnaires, and interviews. The study involved three students at one junior high school in Bandung. They were categorized into high, middle, and low achiever. The data from observations, questionnaires, and interviews were analyzed based on the theories of teaching in the genre based approach (Derewianka, 1990) and teaching the multimodality (Walsh, 2011). Moreover, the data from the students' texts were analyzed based on the theories of transitivity and thematic system of the Systemic Functional Grammar (Halliday & Matthiessen, 2014). The results show that the teacher was able to teach writing in four stages as suggested in the GBA theory. These include Building knowledge of the field (BKOF), Modeling of the text (MOT), Joint construction of the text (JCOT), and Independent construction of the text (ICOT). Before applying the four stages, the teacher gave the students a diagnostic writing to identify the students' profile in writing ability. Furthermore, the analyses of the students' texts reveal that the students can improve their writing. This can be seen from the variation in lexis, good control of the chronological order, and length of the texts. Moreover, the data show that the students have positive opinions on the use of the photographs in writing. The students stated that the photographs help them express their ideas, and construct the texts chronologically. Based on the findings, it is recommended that the teaching writing using photographs should be applied in other EFL contexts to improve the teaching of English and enhance the students' writing ability. Furthermore, it is hoped that further researcher can investigate the effect of multimodality in teaching another skills; listening, speaking, and reading. |
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| Item Description: | http://repository.upi.edu/11609/1/T_ING_1202191_Title.pdf http://repository.upi.edu/11609/2/T_ING_1202191_Table_of_content.pdf http://repository.upi.edu/11609/3/T_ING_1202191_Abstract.pdf http://repository.upi.edu/11609/4/T_ING_1202191_Chapter1.pdf http://repository.upi.edu/11609/5/T_ING_1202191_Chapter2.pdf http://repository.upi.edu/11609/6/T_ING_1202191_Chapter3.pdf http://repository.upi.edu/11609/7/T_ING_1202191_Chapter4.pdf http://repository.upi.edu/11609/8/T_ING_1202191_Chapter5.pdf http://repository.upi.edu/11609/9/T_ING_1202191_Bibliography.pdf http://repository.upi.edu/11609/10/T_ING_1202191_Appendix.pdf |