plagiat merupakan tindakan tidak terpuji … filemicroteaching students comprehension of text types...

MICROTEACHING STUDENTS’ COMPREHENSION OF TEXT TYPES

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By FX. Titis Ardiyanto

Student Number: 041214045

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2010

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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A Thesis on


FX. Titis Ardiyanto Student Number: 041214045

Approved by

Sponsor Christina Kristiyani, S.Pd., M.Pd. Date June 25th, 2010


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A Thesis on


FX. Titis Ardiyanto Student Number: 041214045

Defended before the Board of Examiners on August 5th, 2010

and Declared Acceptable

Board of Examiners

Chair person : C. Tutyandari, S.Pd., M.Pd. ____________

Secretary : Made Frida Yulia, S.Pd., M.Pd. ____________

Member : Ch. Kristiyani, S.Pd., M.Pd. ____________

Member : Made Frida Yulia, S.Pd., M.Pd. ____________

Member : C. Sih Prabandari, S.Pd., M.Hum. ____________

Yogyakarta, August 5th, 2010 Faculty of Teachers Training and Education Sanata Dharma University Dean,

Drs. Tarsisius Sarkim, M.Ed., Ph.D.


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STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, August 5th, 2010 The Writer

FX. Titis Ardiyanto 041214045


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ABSTRACT Ardiyanto, Fransiscus Xaverius Titis. 2010. Microteaching Students’ Comprehension of Text Types. Yogyakarta: Sanata Dharma University.

The latest curriculum used in Indonesia namely School-based Curriculum provided teachers more spaces for teaching their students, considering that each school even each student had their differences. Ironically, based on the researcher’s personal involvement with teachers in one of private schools in Yogyakarta, there were some teachers who had no clear comprehension of text types which had major parts in the School-based Curriculum. Microteaching students were assumed to be future teachers. They will teach text types to their students.

This research investigated the microteaching students’ level of comprehension of text types. There were two questions addressed. The first question discussed the microteaching students' level of comprehension of text types. The second question explored microteaching students’ difficulties on comprehending text types.

To answer the research questions, the researcher employed a mixed method, a combination of a quantitative research method and a qualitative research method. Two instruments were used to obtain the data, namely tests and interviews. Referring to the research instruments, there were two kinds of participants involved in the research. They were the test’s participants and the interview’s participants. The test participants were 17 microteaching students’ of Sanata Dharma University and the interview participants were three test participants who gained the highest, lowest, and median score of the test.

There were two major results obtained from the research. First, the microteaching students’ level of comprehension of text types was low. It indicated by 50.73 as their average score of the test. Analytical exposition was the text types which gained the lowest degree of comprehension. The generic structure of the text types was part of the text types which gained the lowest degree of comprehension. Second, there were two kinds of difficulties faced by the microteaching students for comprehending text types namely internal factors and external factors. The internal factors included laziness and their own characteristic. The external factors included lacking of information and involvement or interaction with text types. It was also in the condition that text types were not taught during microteaching students study at Sanata Dharma University. Suggestions were given to (1) microteaching students to have more involvement to text types so that they can improve their level of comprehension of text types, (2) English Language Education Study Program of Sanata Dharma University to teach text types in the study of the microteaching students, and (3) further researchers on the level of comprehension of text types to employ the real teachers as the subjects of the research. Keywords: microteaching students, text comprehension, text types


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ABSTRAK Ardiyanto, Fransiscus Xaverius Titis. 2010. Microteaching Students’ Level of Comprehension of Text Types. Yogyakarta: Universitas Sanata Dharma. Kurikulum terbaru yang digunakan di Indonesia yaitu Kurikulum Tingkat Satuan Pendidikan (KTSP) memberikan ruang yang lebih banyak bagi guru untuk mengajar para siswanya dengan mempertimbangkan bahwa setiap sekolah atau bahkan setiap siswa mempunyai perbedaan. Tetapi sayangnya, berdasarkan pengalaman keterlibatan peneliti secara personal dengan para guru di salah satu sekolah swasta di Yogyakarta, terdapat beberapa guru yang belum memiliki pemahaman yang jelas tentang text types yang mempunyai keterlibatan yang besar dalam KTSP. Mahasiswa microteaching yang diasumsikan untuk menjadi guru-guru masa depan juga akan mengajar text types saat mereka mengajar para siswanya pada kemudian hari. Penelitian ini meneliti tingkat pemahaman mahasiswa microteaching terhadap text types. Terdapat dua pertanyaan mendasar dalam penelitian ini. Pertanyaan pertama membicarakan tingkat pemahaman mahasiswa microteaching terhadap text types. Pertanyaan kedua membahas kesulitan-kesulitan yang dialami mahasiswa microteaching dalam memahami text types. Untuk menjawab pertanyaan dari penelitian ini, peneliti menggunakan metode campuran yaitu kombinasi dari metode kuantitatif dan metode kualitatif. Terdapat dua alat yang digunakan untuk memperoleh data yaitu tes dan wawancara. Mengacu kepada alat penelitian, terdapat dua jenis partisipan yang terlibat dalam penelitian ini. Mereka adalah partisipan untuk tes dan partisipan untuk wawancara. Partisipan untuk tes adalah 17 mahasiswa microteaching dari Universitas Sanata Dharma dan partisipan untuk wawancara adalah tiga partisipan yang diambil dari partisipan untuk tes yang memperoleh nilai tertinggi, nilai terendah, dan nilai tengah dari tes. Terdapat dua hasil utama dari penelitian ini. Pertama, tingkat pemahaman mahasiswa microteaching terhadap text types adalah rendah. Hal ini terlihat dari nilai rata-rata mereka yaitu 50,73. Dalam penelitian ini juga dinyatakan bahwa analytical exposition adalah text types yang paling mempunyai tingkat pemahaman paling rendah dan generic structure adalah bagian dari text types yang mempunyai pemahaman paling rendah. Kedua, terdapat dua jenis kesulitan yang dialami mahasiswa microteaching dalam memahami text types yaitu faktor internal dan faktor eksternal. Faktor internal meliputi kemalasan dan karakter. Faktor eksternal meliputi kurangnya informasi, keterlibatan, dan interaksi dengan text types dan juga tidak diajarkannya text types selama mahasiswa microteaching belajar di Universitas Sanata Dharma. Saran diberikan kepada (1) mahasiswa microteaching untuk lebih terlibat dan terbiasa dengan text types sehingga mereka dapat memperbaiki tingkat pemahaman mereka terhadap text types, (2) Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma untuk mengajarkan text types dalam proses belajar dari mahasiswa microteaching,


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dan (3) peneliti mendatang yang fokus pada pemahaman text types untuk menggunakan guru sebagai subyek dari penelitian. Kata kunci: mahasiswa microteaching, pemahaman teks, text types


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ACKNOWLEDGEMENTS

I hardly imagine having accomplished my thesis titled “Microteaching

Students’ Comprehension of Text Types” without the blessing of my Lord, Jesus

Christ . His sacred heart faithfully accompanied me in the thesis accomplishment,

both when I am in ups and downs.

I am indebted much to Christina Kristiyani , my sponsor, for giving me

attention, suggestions, guidance, and motivation during the finishing process of

my thesis. My gratitude also goes to all PBI lecturers, who have guided me to be

what I am now, and the secretariat staffs (Mbak Tari and Mbak Dani), who have

supported me during the last six years.

I would like to thank my family, my father, M. Sukro Sumartiyana, my

mother, P. Suginah, and my sisters, Stefany Titis Bayuprima and Y. Titisari

Nugraheny, for their stories, support, love, kindness, and warmth. My deepest

love and gratitude go to my girlfriend, Agt. Ika Isrianawati , for love, patience,

care, warmth, kindness, sharing moments, and support.

FX. Titis Ardiyanto


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TABLE OF CONTENTS

Page

TITLE PAGE .................................................................................................. i

APPROVAL PAGES ....................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY .............................................. iv

ABSTRACT ...................................................................................................... v

ABSTRAK ........................................................................................................ vi

ACKNOWLEDGEMENTS ............................................................................. viii

TABLE OF CONTENTS ................................................................................. ix

LIST OF TABLES ........................................................................................... xv

LIST OF FIGURES ......................................................................................... xvi

LIST OF APPENDICES ................................................................................. xvii

CHAPTER I. INTRODUCTION

A. Background of the Study ............................................................................... 1

B. Problem Formulation ..................................................................................... 5

C. Problem Limitation ........................................................................................ 5

D. Research Objectives ...................................................................................... 6

E. Research Benefits .......................................................................................... 6

1. Microteaching Students of English Language Education Study Program 6

2. Lecturers of English Language Education Study Program ....................... 6

3. Indonesian Government ............................................................................ 7


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4. Other Researchers ..................................................................................... 7

5. Policy Makers ........................................................................................... 7

F. Definition of Terms ........................................................................................ 8

1. Microteaching Students ............................................................................ 8

2. Text Comprehension ................................................................................. 8

3. Text Types ................................................................................................ 9

CHAPTER II. REVIEW OF RELATED LITERATURE

A. Theoretical Description ................................................................................. 10

1. Text Comprehension ................................................................................. 10

2. Microteaching ............................................................................................ 15

3. Text Types ................................................................................................. 16

a. Recounts ................................................................................................ 16

1) Social Function ................................................................................ 17

2) Generic Structure ............................................................................. 17

3) Lexicogrammatical Features ........................................................... 17

b. Narrative ............................................................................................... 17

1) Social Function ................................................................................ 17



c. Procedure .............................................................................................. 18

1) Social Function ................................................................................ 18



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d. Descriptive ............................................................................................ 19

1) Social Function ................................................................................ 19



e. News Item ............................................................................................. 20

1) Social Function ................................................................................ 20



f. Report .................................................................................................... 20

1) Social Function ................................................................................ 21



g. Analytical Exposition ........................................................................... 21

1) Social Function ................................................................................ 21



h. Hortatory Exposition ............................................................................ 22

1) Social Function ................................................................................ 22



i. Spoof ...................................................................................................... 23

1) Social Function ................................................................................ 23


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j. Explanation ............................................................................................ 24

1) Social Function ................................................................................ 24



k. Discussion ............................................................................................. 24

1) Social Function ................................................................................ 25



l. Review ................................................................................................... 25

1) Social Function ................................................................................ 25



4. Text Types Versus Genre ......................................................................... 26

5. School-based Curriculum ......................................................................... 27

B. Theoretical Framework ................................................................................. 28

CHAPTER III. METHODOLOGY

A. Research Method .......................................................................................... 30

B. Research Participants ..................................................................................... 31

1. Participants for the Test ............................................................................ 31

2. Participants for the Interview .................................................................... 32


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C. Research Instruments ..................................................................................... 32

1. Tests .......................................................................................................... 32

2. An Interview ............................................................................................. 33

D. Data Gathering Techniques ........................................................................... 34

E. Data Analysis Techniques ............................................................................. 34

F. Research Procedures ...................................................................................... 35

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS

A. Microteaching Students’ Comprehension of Text Types ............................... 39

1. Test I .......................................................................................................... 39

a. Recount ................................................................................................. 39

b. Narrative ............................................................................................... 41

c. Procedure .............................................................................................. 42

d. Descriptive ............................................................................................ 43

e. News Item ............................................................................................. 44

f. Analytical Exposition ............................................................................ 46

2. Test II ........................................................................................................ 50

a. Report .................................................................................................... 50

b. Hortatory Exposition ............................................................................ 51

c. Spoof ..................................................................................................... 52

d. Explanation ........................................................................................... 54

e. Discussion ............................................................................................. 55

f. Review ................................................................................................... 56


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B. Microteaching Students’ Difficulties on Comprehending Text Types ........ 63

CHAPTER V. CONCLUSIONS AND SUGGESTIONS

A. Conclusions ................................................................................................... 66

B. Suggestions .................................................................................................... 67

1. Microteaching Students ............................................................................ 68

2. English Language Education Study Program of Sanata Dharma

University ................................................................................................. 68

3. Further Researchers .................................................................................. 68

REFERENCES ................................................................................................. 69

APPENDICES .................................................................................................. 73


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LIST OF TABLES

Page

Table 1.1 The Comparison for Each Curriculum ............................................... 2

Table 4.1. Recount ............................................................................................. 40

Table 4.2. Narrative ............................................................................................ 41

Table 4.3. Procedure .......................................................................................... 42

Table 4.4. Descriptive ........................................................................................ 43

Table 4.5. News Item ......................................................................................... 45

Table 4.6. Analytical Exposition ........................................................................ 46

Table 4.7. Identification and Purpose of the First Test ...................................... 47

Table 4.8. Generic Structure of the First Test .................................................... 48

Table 4.9. Lexicogrammatical Features of the First Test ................................... 49

Table 4.10. Report .............................................................................................. 50

Table 4.11. Hortatory Exposition ....................................................................... 51

Table 4.12. Spoof ............................................................................................... 53

Table 4.13. Explanation ..................................................................................... 54

Table 4.14. Discussion ....................................................................................... 55

Table 4.15. Review ............................................................................................ 56

Table 4.16. Identification and Purpose of the Second Test ................................ 57

Table 4.17. Generic Structure of the Second Test ............................................. 58

Table 4.18. Lexicogrammatical Features of the Second Test ............................ 59

Table 4.19. Summary of the Result of the Test for Each Participants ............... 61

Table 4.20. Summary of the Result of the Test for Each Text Types ................ 62


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LIST OF FIGURES

Page

Figure 2.1. Model of the Reading Comprehension Process ............................... 11

Figure 3.1. An Overview of the Research Procedure ........................................ 37


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LIST OF APPENDICES

Page

Appendix 1: Test I .............................................................................................. 78

Appendix 2: A Blank Answer Sheet of the Test I .............................................. 80

Appendix 3: Examples of the Participants’ Answer Sheet of the Test I ............ 82

Appendix 4: Test II ........................................................................................... 88

Appendix 5: A Blank Answer Sheet of the Test II ........................................... 90

Appendix 6: Examples of the Participants’ Answer Sheet of the Test II ......... 92

Appendix 7: The Interview Transcription of the Respondent M ...................... 98

Appendix 8: The Interview Transcription of the Respondent C ....................... 101

Appendix 9: The Interview Transcription of the Respondent E ....................... 103

Appendix 10: Examples of Test Types ............................................................. 105


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CHAPTER I

INTRODUCTION

In this chapter, the researcher presents six major issues namely

background of the study, the problem formulation, the problem limitation, the

research objectives, the benefits of the research, and the definition of the terms

used in the research.

A. Background of the Study

During the 65 years of its independence (1945 – 2010), Indonesian

government has applied nine curricula in its education system. Those are Learning

Plan 1947, Explained Learning Plan 1952, Curriculum 1964, Curriculum 1968,

Curriculum 1975, Curriculum 1984, Curriculum 1994 and Supplement of

Curriculum 1999, Curriculum 2004/Competence-based Curriculum, and

Curriculum 2006/School-based Curriculum (Dwitagama, 2008). Referring to the

curricula used, they provide the fact that the changing of the curriculum used in

Indonesia nowadays is so rapidly; nine curricula are used during 65 years or in

other words one curriculum is applied for 7.22 years in average. During the last

decade (2000 – 2010), there are not less than three curricula used in Indonesia. It

means that one curriculum is used for 3.33 years in average. The latest curriculum

known as School-based Curriculum has been applied in Indonesian education

since 2006. It was two years after the application of the previous curriculum used;

that was Competence-based Curriculum which has being applied since 2004.


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Since the research is conducted in 2010, the researcher only focused on the

last two curricula used in Indonesia those are Competence-based Curriculum and

School-based Curriculum which played significant effects for the research.

Therefore, the researcher only provided the comparison for the last two curricula

in Table 1.1.

Table 1.1 The Comparison for Each Curriculum

No. Curriculum Focus

1. Curriculum 2004/Competence-

based Curriculum

Focuses of the students’ competence

achievement individually as well as

collaboratively, learning outcomes oriented

and diversity of the students, variation in the

use of approaches and methods in the learning

process, teachers are not the only source of the

learning and study, assessment focuses on the

learning process and learning outcomes in the

effort of gaining competence mastery and

achievement.

2. Curriculum 2006/School-based

Curriculum

Focuses of the students’ competence

achievement individually as well as

collaboratively, learning outcomes oriented

and diversity of the students, variation in the

use of approaches and methods in the learning

process, teachers are not the only source of the

learning and study, assessment focuses on the

learning process and learning outcomes in the

effort of gaining competence mastery and

achievement.

(Dwitagama, 2008 & Ginanto, 2009)


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Referring to Table 1.1 number 8 and 9, there are no differences in the

focus of the curriculum between Competence-based Curriculum and School-based

Curriculum. The difference is in the application. Competence-based Curriculum

provides indicators by which students pass the test or not but School-based

Curriculum does not. It is the school responsibility to provide the indicators. It

means that every school in Indonesia may have different indicators for students

learning achievement.

School-based Curriculum provides the teachers more spaces for teaching

their students, considering that each school even each student has their differences

either the inside factors and the outside factors. That each student has their unique

way of learning is one of the inside factors which has to be well considered

instead of the curriculum itself. The outside factor includes where the location of

the school is. Teaching the students in a remote area obviously needs different

approaches and methods compared to teaching them in a big city. Using the latest

curriculum, the government is expecting that it will match the needs of every

province in Indonesia because the government only provided the basic

competence and the standard of competency, the rests -including the materials,

approaches and methods used, and also media- is the teachers’ responsibility to

decide as long as it matches the needs of the students and the curriculum (KTSP,

2006).

Considering the curriculum, learning English is a matter of learning the

four skills; listening, reading, speaking, and writing. In writing skill, there are 12

kinds of text types considered as the text types taught in Senior High School.


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These test types included recount, narrative, procedure, descriptive, news item,

report, analytical exposition, hortatory exposition, spoof, explanation, discussion,

and review. Senior High School teachers must be aware of these kinds of text

types that the government of Indonesia suggests the students to learn these text

types well based on the graduate competence standard.

In order to graduate from Senior High School, students have to

comprehend the theory or the generic structure and the lexicogrammatical features

and the use or the social function of the text types. This is the teachers'

responsibility to teach them so that they comprehend the concept and the use of it.

Ironically, based on the researcher’s personal involvement with teachers in

one of private schools in Yogyakarta, there are some teachers that have no clear

understanding of the recent curriculum especially when dealing with text types. It

goes worse because in School-based Curriculum, text types are always discussed

in the end of every chapter of the study. It means that text types become an

essential part of the curriculum. It is in the consideration of the changes of the

curriculum used in the education in Indonesia that nowadays is changing too

often. There are few trainings which are not sufficient enough conducted by the

government of Indonesia. Specifically, there are some teachers that had no

sufficient understanding of text types whereas it has to be taught in class (Dya,

2008).

It is also stated by Syamsury, the Head of Yogyakarta Education

Department that, "Belum semua guru memahami KTSP. Kami perlu terus

mensosialisasikannya," [“Not all teachers have understood School-based


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Curriculum. We have to keep socializing it,”] after opening Technical Guidance

and Training of School-based Curriculum at SMAN 7 Yogyakarta (Dya, 2008).

Microteaching students who are expected to be future teachers have to

prepare themselves solving these problems. By testing them about their level of

comprehension of text types, it will provide them with more awareness of their

current skills and after the researcher provides the result of the research, students

with low and even average level of understanding had to study more in order to be

better teachers in the future they are expected to.

B. Problem Formulation

The research was aimed to answer these two major questions as follows.

1. What is the microteaching students' level of comprehension of text types?

2. What are the microteaching students’ difficulties in comprehending text

types?

C. Problem Limitation

The problem is limited only to the comprehension of the 12 kinds of text

types offered by the government of Indonesia which have to be taught in the

Senior High School and especially in what part of the text and in what kinds of

text the microteaching students have the low comprehension of. The subjects of

the research are also limited for only 21 microteaching students of Sanata Dharma

University.


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D. Research Objectives

There are two objectives of the research. The first objective of the research

is to know the microteaching students’ level of comprehension of text types

especially in what part of the text and in what kinds of text the microteaching

students have the low comprehension of. The second objective is to know why the

microteaching students have low level of comprehension of text types. This is to

identify their difficulties on comprehending text types.

E. Research Benefits

There are five groups of people will have the benefits of the research.

They are microteaching students of English Language Education Study Program,

lecturers of English Language Education Study Program, Indonesian government,

other researchers, and policy makers.

1. Microteaching Students of English Education Study Program

By testing the microteaching students, the researcher recognizes that they

need to develop their mastery of text types in order to be better teachers in the

future by having better mastery of text types.

2. Lecturers of English Language Education Study Program

The benefits of the research are aimed to the lecturers of English Language

Education Study Program so that they can be aware of how important having

better comprehension of text types is and teach text types to their students.


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3. Indonesian Government

The research is also beneficial for the Indonesian government especially

The Ministry of National Education of Indonesia by which provides them

feedback on how students of microteaching class of Sanata Dharma University

Yogyakarta, who are expected to be future teachers, comprehension of the text

types is; so that the government produces more trainings and seminars for the

teachers and future teachers as necessary.

4. Other Researchers

The research is expected to give insight on the level of comprehension of

text types of the microteaching students of Sanata Dharma University. It also

expected that the research will be beneficial for anyone in need for further

research studies e.g. the research participants are real English teachers especially

considering that there is not many research have been conducted on this topic.

5. Policy Makers

The research is also projected to give suggestions and guidelines for

evaluations of the education policy. It is expected that with the completion of the

research, the policy makers will be able to give a review of the existing policies in

education that will lead into a better quality of education in Indonesia and

especially in Sanata Dharma University.


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F. Definition of Terms

This section presents the definition of terms which is intended to avoid

confusion and misconception, namely microteaching students, Text

comprehension, and text types.

1. Microteaching Students

Students of English Education of Sanata Dharma University Yogyakarta

are able to take this subject after they have passed the prerequisite subjects. The

goal of this class is as follows. The students understand the concepts and

procedure of English language teaching and are able to apply them in a real

classroom teaching situation and to evaluate their teaching performance

(Nurwidasa, Bram, Budiraharja, Herawati 2004: p. 110).

2. Text Comprehension

Text comprehension refers to “begins with decoding of words, processing

of those words in relation to one another to understand the many small ideas in the

text. And then, both unconsciously and consciously, it operates on the ideas in the

text to construct the overall meaning encoded in the text” (Pressley, 2000, p. 551).

In this research, text comprehension refers to the participants’ comprehension of

the 12 kinds of text types.


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3. Text Types

These refer to the 12 kinds of text types proposed by The Ministry of

National Education of Indonesia which are to be learnt by Senior High School

students. Those text types are recount, narrative, procedure, descriptive, news

item, report, analytical exposition, hortatory exposition, spoof, explanation,

discussion, and review. Each type of the texts has three major elements. They are

social function, generic structure, and lexicogrammatical features. For example,

the social function of recounts is to retell events for the purpose of informing or

entertaining. It reconstructs past events in time order in which it occurred. Some

of it assesses the significance, other recounts responses emotively, and others

assesses aspects of events critically. Recounts usually have their basic structure

those are orientation, events, and reorientation. Orientation provides the setting

and introduces participants. Events tell what happen, in what sequence. Recounts

focus on specific participants, use past tense and material processes. It uses

circumstances of time and place.


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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the researcher presented two major issues namely the

theoretical description and theoretical framework used in the research. This

chapter also presented three major theories related to the research namely Text

Comprehension, Microteaching, and Types of Texts. This chapter also presented a

distinction between Text Types and genre.

A. Theoretical Description

There were three major theories related to the research namely Text

Comprehension, Microteaching, and Types of Texts. Here, the researcher also

presented a distinction between Text Types and genre.

1. Text Comprehension

Text comprehension refers to “beginning with decoding of words,

processing of those words in relation to one another to understand the many small

ideas in the text, and then, both unconsciously and consciously, operating on the

ideas in the text to construct the overall meaning encoded in the text” (Pressley,

2000, p. 551). It is generally agreed that the understanding of written text called

upon both bottom-up word recognition processes and top-down comprehension

processes (Perfetti, 1999). Comprehending texts involves the flexible use of


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different sources of information, including in some cases, the integration of

linguistic information with graphic information.

Figure 2.1. Model of the Reading Comprehension Process

Orthographic units Phonological units

Written text

Word representation

Sentence representation

Prior knowledge

Situation model Text model


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During the past decades, research on text comprehension has moved

towards models in which memory-based and constructivist aspects of

comprehension are more integrated (Perfetti & Verhoeven, 2008). Taking an

integrated model of text comprehension as a starting point, important questions

are how text processing can be modelled, how it actually takes place, and how

children learn to develop text comprehension skills. In order to be able to address

such questions, a blueprint model of the reader is given in Figure 2.1 (Perfetti,

1999).

The reading of text starts with the identification of individual words i.e.

the processes which convert the visual input into a linguistic representation. The

lexical quality hypothesis (Perfetti & Hart, 2001) expresses the basic idea that

reading skill among readers is supported by their knowledge of words, including

the precision of the reader’s representation of orthography, phonology,

morphology and meaning. Word decoding or the accurate and fast retrieval of the

phonological code for written word forms is commonly assumed to play a central

role in reading and the development. More specifically, the automatization of

word decoding skills and attainment of fluent reading levels is essential for the

development of word decoding (Perfetti, 1992; Samuels, 1994; Stanovich, 2000).

Van Orden and Goldinger (1994) has proposed even greater mediation of the

process of word recognition, which they define as the outcome of the interactions

between phonological, visual, and meaning information in recurrent sub symbolic

networks. Phonological connections are further assumed to play a critical role in

the consistency of word decoding. Automatic word recognition subsequently


13

enables the devotion of mental resources to the meaning of a text and thus allows

readers to clearly used reading as a tool for the acquisition of new information and

knowledge (Perfetti, 1998; Samuels & Flor, 1997; Spear-Swerling & Sternberg,

1994).

As a next step, text comprehension requires word-to-text integration.

Understanding sentences requires the identification of words. As a word is

identified, the reader connects it to a continuously updated representation of the

text. Studies of eye movements (Just & Carpenter, 1992; Reichle, Pollatsek,

Fisher, & Rayner, 1998) have revealed some important aspects of sentence

comprehension during reading. First, it is found that even skilled readers

possessed on most of the words they have read. This seemed to imply that word

identification is at the heart of reading comprehension. In addition, it is shown

that interpretation immediately follows recognition and that fixations tend to be

longer at the end of sentences. The latter finding indicates that integrative

comprehension processes must particularly take place at sentence endings.

Sentence comprehension can at best be understood as an operation which

uses both sentence structure and word meanings to formulate hypotheses about the

meaning of the sentence. Different theories about how words are attached to

syntactic structures (MacDonald, Perlmutter, & Seidenberg, 1994; Frazier &

Clifton, 1996) agree on the conclusion that each word is immediately attached to a

syntactic phrase. Word-by-word processing leads to word-to-text integration. This

referential integration is necessary to maintain comprehension of the situation

described by the text.


14

To arrive at text comprehension, the reader must combine the meaning of

each sentence with the message accumulated up to that point on the basis of prior

text. This memory-based position sees comprehension as the product of

evaluations of the information from text. Major models of text comprehension,

such as the construction integration model (Kintsch, 1988), the landscape model

(van den Broek, Risden, Fletcher, & Thurlow, 1996) and the resonance model

(Gerrig & McKoon, 1998), have shown that text comprehension cannot be done

with only the information present in the text, but that individuals also use their

prior knowledge to construct new knowledge that is relevant to their individual

experiences and situations. The propositional structure of the contents of a

passage is said to define two types of structures: a micro-propositional structure

referring to the coherence of propositions which are in close proximity in the text,

on the one hand, and a macro-propositional structure specifying a more global

level of meaning, on the other hand (Perfetti & Verhoeven, 2008).

In this line of thought, it is claimed that readers construct situation models

as they attempt to comprehend text. During this process, two levels of

representation are involved: a model of the propositions of the text (the text

model) and a model of what the text is about (the situation model) (Perfetti &

Verhoeven, 2008). The basic meanings are extracted from the sentences,

progressively built up by reading successive sentences and supplemented by

inferences in order to make the text coherent. Because texts cannot be fully

explicit, there are abundant opportunities for the reader to make inferences about

what is in the text on the basis of prior knowledge (Perfetti & Verhoeven, 2008).


15

It is this level of comprehension that reflected ‘situation’ information and required

additions to linguistic-based accounts. A situation model might help the student to

identify and define problems, to specify reasons for problem solution, to generate

strategies for solving identified problems, and to observe results of attempted

solutions (Zwaan, Kaup, Stanfield, & Madden, 2001). The basic premise is that

text comprehension involves the mental simulation of the referential situation, and

that these mental simulations are constrained by the linguistic and pictorial

information in the text, the processing capacity of the human brain and the nature

of human interaction with the world (Zwaan & Radvansky, 1998). Situation

model components include information from the text, inferences based on the text,

relevant prior knowledge and inferences that relate the text and prior knowledge

(Singer, Graesser, & Trabasso, 1994; Kintsch, 1998).

Difficulties in text comprehension might occur at mainly three different

levels of processing: at the level of the word, at the level of the sentence, and at

the level of the text (Yuill & Oakhill, 1991). From the researcher’s previous

knowledge, there are some difficulties in text comprehension. They are lack of

words’ mastery, lack of prior knowledge, and the topic of the text itself. The

examples of each type of text are attached on the appendix.

2. Microteaching

Microteaching is a training concept that can be applied at various pre-

service and in-service stages in the professional development of teachers (Allen &

Ryan, 1969). In microteaching the complexities of the real class are reduced.


16

Microteaching students only teach for about five students instead of 30 – 40 of the

normal students in real classroom. The length of the lesson is also not as long as

in real classroom. It also happens with the scope of the lesson or the unit taught as

the consequences of the time reduction.

In their book titled Microteaching, Allen and Ryan also state five

fundamental proportions of microteaching.

First, microteaching is real teaching. Although the teaching situation is a constructed one in the sense that teacher and students work together in a practice situation, nevertheless, bona fide teaching does take place.

Second, microteaching lessens the complexities of normal classroom teaching. Class size, scope of content, and time are all reduced.

Third, microteaching focuses on training for the accomplishment of specific tasks. These tasks may be the practice of instructional skills, the practice of techniques of teaching, the mastery of certain curricular materials, or the demonstration of teaching methods.

Fourth, microteaching allows for the increased control of practice. In the practice setting of microteaching, the rituals of time, students, methods of feedback and supervision, and many other factors can be manipulated. As a result, a high degree of control can be built into the training program.

Fifth, microteaching greatly expands the normal knowledge-of-results or feedback dimension in teaching.

3. Text Types

According to PERMEN No. 22 tahun 2006 tentang standar isi untuk

satuan pendidikan dasar dan menengah, there are 12 kinds of text types. Those

are recounts, narrative, procedure, descriptive, news item, report, analytical

exposition, hortatory exposition, spoof, explanation, discussion, and review.

a. Recounts

There are three major elements of recounts. Those are social function,

generic structure, and lexicogrammatical features.


17

1). Social Function

The social function of recounts was to retell events for the purpose of

informing or entertaining. It reconstructed past events in time order in which it

occurred. Some of it assessed the significance, other recounts responded

emotively, and others assessed aspects of events critically.

2). Generic Structure

Recounts usually had their basic structure that was orientation, events, and

reorientation. Orientation provided the setting and introduced participants. Events

told what happen, in what sequence.

3). Lexicogrammatical Features

Recounts focused on specific participants, used past tense and material

processes. It used circumstances of time and place.

b. Narrative

There are three major elements of narrative. Those are social function,


1). Social Function

The social function of narratives was to amuse, entertain, and deal with

actual or vicarious experience in different ways. Narratives dealt with problematic


18

events which led to a crisis or turning point of some kind which in turn finds a

resolution.


The generic structure of narratives was orientation, evaluation,

complication, resolution, and sometimes reorientation.


Narratives focused on specific and usually individualized participants. It

used material processes, behavior and verbal processes, and also relational and

mental processes. It usually used temporal conjunctions and temporal

circumstances and also used past tense as its tense.

c. Procedure

There are three major elements of procedure. Those are social function,


1). Social Function

The social function of procedures was to describe how something was

accomplished through a sequence of actions of steps.


The generic structure of procedures was goal, materials, and steps.


19


Procedures usually used simple present tense, temporal conjunctions, and

material processes on writing a procedure. It focused on generalized human

agents.

d. Descriptive

There are three major elements of descriptive. Those are social function,


1). Social Function

The social function of a descriptive was to describe a particular person,

place, or thing.


Descriptive had identification and description as its generic structure.

Identification identified phenomenon to be described. Description described parts,

qualities, and characteristics.


In writing a descriptive text, we usually use simple present tense, attribute

and identifying processes, and also epithets and classifiers in nominal groups. It

focuses on specific participants.


20

e. News Item

There are three major elements of news item. Those are social function,


1). Social Function

The social function of news items was to inform readers, listeners, or

viewers about events of the day which were considered newsworthy or important.


The generic structure of news item was newsworthy events which

recounted the event in summary form, background events which elaborated what

happened, and sources which were commented by participants in, witnesses to,

and authorities’ expert on the event.


When we wrote a news item, we usually used short, telegraphic

information about story captured in headline and also we used material processes

to retell the event and projecting verbal processes in source stage. It focused on

circumstances.

f. Report

There are three major elements of report. Those are social function,



21

1). Social Function

The social function was to describe the way things are, with reference to a

range of natural and social phenomena in our environment.


The generic structure of a report was general classification which told

what the phenomenon discussed and description which told what the phenomenon

discussed was liked in terms of parts, qualities, and habits or behaviours.


It focused on generic participants, used simple present tense and relational

processes to state what was and that which it was. Here, there was no temporal

sequence.

g. Analytical Exposition

There are three major elements of analytical exposition. Those are social

function, generic structure, and lexicogrammatical features.

1). Social Function

The social function was to persuade the reader or listener that something

was the case.


22


The generic structure of an analytical exposition was thesis, arguments,

and reiteration.


Features usually used were the use of simple present tense, relational

processes, and internal conjunction. It focused on generic human and nonhuman

participants.

h. Hortatory Exposition

There are three major elements of hortatory exposition. Those are social

function, generic structure, and lexicogrammatical features.

1). Social Function

A hortatory exposition which considered as a complex text had its social

function that was to persuade the reader or listener that something should or

should not be the case.


The generic structure was thesis which was announcement of issue of

concern, argument which was reasons for concern and leading to

recommendation, and recommendation which was statement of what ought or

ought not to happen.


23


A hortatory exposition focused on generic human and nonhuman

participants except for speaker or writer referring to self. It used mental processes

to state what writer thought or felt about issue, and material processes to state

what happened. It also focused on relational processes which was to state what

was or should be. It used simple present tense.

i. Spoof

There are three major elements of spoof. Those are social function, generic

structure, and lexicogrammatical features.

1). Social Function

The social function was to retell an event with a humorous twist.


Its generic structure was orientation which set the scene, event which told

what happened, and twists which provided the ‘punch line’.


It focused on individual participants. It used past tense and material

processes and also circumstances of time and place.


24

j. Explanation

There are three major elements of explanation. Those are social function,


1). Social Function

The social function was to explain the processes involved in the formation

or workings of natural or socio-cultural phenomena.


The generic structure of an explanation was a general statement to position

the reader and a sequenced explanation of why or how something occurred.


Features commonly used were material and relational processes and also

used mainly of temporal and causal circumstances and conjunctions. It used

simple present tense and focused on generic, nonhuman participants.

k. Discussion

There are three major elements of discussion. Those are social function,



25

1). Social Function

A discussion was a type of text whose social function was to present at

least two points of view about an issue.


Its generic structure was issue, arguments for and against or statements of

differing points of view, and conclusion or recommendations.


It focused on generic human and generic nonhuman participants. It used

material processes, relational processes, and mental processes. It also used

comparative. In addition, discussions were like expositions in many.

l. Review

There are three major elements of review. Those are social function,


1). Social Function

The social function was to critique an art work or event for a public

audience.


26


The generic structure of a review was orientation which told the audience

the context, interpretative recount which told the synopsis, evaluation which

provided an evaluation or judgement, and evaluative summation which provided a

kind of punch line which summed up the reviewer’s opinion of the art event as a

whole but it was optional.


Reviews focused on particular participants. It used direct expression of

opinions through use of attitudinal texts (value-laden vocabulary) including

attitudinal epithets in nominal groups, qualitative attributes, and affective mental

processes. It also used elaborating and extending clause and group complexes to

package the information.

4. Text Types Versus Genre

One way of making a distinction between genre and text type was to say

that the former was based on external, non linguistic, “traditional” criteria while

the latter was based on the internal, linguistic characteristics of texts themselves

(Biber, 1988, pp.70 & 170).

A genre, in this view, was defined as a category assigned on the basis of

external criteria such as intended audience, purpose, and activity type, that was, it

referred to a conventional, culturally recognized grouping of texts based on


27

properties other than lexical or grammatical (co-)occurrence features, which were,

instead, the internal (linguistic) criteria forming the basis of text types categories.

In deciding the term text types used in the research instead of genre, the

researcher also referred to the terms used by The National Department of

Education Ministry of Indonesia reflected in the latest curriculum used in

Indonesia that was School based Curriculum. In the curriculum, the term used was

text types instead of genre.

5. School-based Curriculum

PERMEN No.23/ about Senior High School Graduates’ Competence

Standard states as follows.

1. Mendengarkan Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari

[1. Listening Understanding meaning in interpersonal and transactional spoken text

formally and informally in terms of recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, and review, in the daily life context]

2. Berbicara Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari

[2. Speaking Expressing meaning verbally in interpersonal and transactional text



28

3. Membaca Memahami makna dalam wacana tertulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari

[3. Reading Understanding meaning in interpersonal and transactional written text


4. Menulis Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari

[4. Writing Expressing written meaning in interpersonal and transactional text


B. Theoretical Framework

The research discussed three theories those were text comprehension, text

types and microteaching. Text comprehension referred to “beginning with

decoding of words, processing of those words in relation to one another to

understand the many small ideas in the text, and then, both unconsciously and

consciously, operating on the ideas in the text to construct the overall meaning

encoded in the text” (Pressley, 2000, p. 551).

According to The Ministry of National Education of Indonesia, there were

12 types of text which had to be learnt by students of Senior High School. Senior


29

High School teachers had the most important and crucial role for making the

students mastered those text types. The researcher discussed each type of text

including the social function, generic structure, and lexicogrammatical features

used in each of the text besides the researcher also wrote one example for each

text so that the reader of the research achieved clear understanding of each of the

text types.

Microteaching is a training concept that can be applied at various pre-

service and in-service stages in the professional development of teachers (Allen &

Ryan: 1969). In microteaching the complexities of the real class are reduced.

Microteaching has some fundamental elements those are decisions, structure,

pattern of training, the supervisor, microteaching students, and videotape

recording.


30

CHAPTER III

METHODOLOGY

In this chapter, the researcher presented the research method, the research

participants, the research instruments, the data gathering techniques, the data

analysis techniques, and the research procedure.

A. Research Method

The research used a mixed method, a combination of a quantitative

research method and a qualitative research method. According to Cohen (1980),

quantitative research is defined as a social research that employs empirical

methods and empirical statements. Cohen states that an empirical statement is

defined as a descriptive statement about what “is” the case in the “real world”

rather than what “ought” to be the case. Typically, empirical statements are

expressed in numerical terms. Another factor in quantitative research is that

empirical evaluations are applied. Empirical evaluations are defined as a form that

seeks to determine the degree to which a specific program or policy empirically

fulfills or does not fulfill a particular standard or norm.

Moreover, Creswell (1994) defines quantitative research as a type of

research that is explaining phenomena by collecting numerical data that are

analyzed using mathematically based methods (in particular statistics). The

research was considered as a quantitative research because the purpose of the

research was to generate numeric data to answer predetermined questions that was


31

what the microteaching students’ comprehension of text types were by testing 21

microteaching students of Sanata Dharma University. It was also in the condition

that the researcher provided a generalization as the result of the data gathered. The

research was also considered a survey for most quantitative researches are.

On the other hand, the research was considered as a qualitative research

because the researcher wanted to know the reasons of why some microteaching

students had low comprehension of text types by interviewing three informants

taken from the previous participants. For deciding the informants, the researcher

used extreme cases by interviewing one informant who gained the highest score of

the test and one informant who gained the lowest score of the test; for the reason

of providing more comprehensive findings, the researcher was also interviewing

one informant gaining the median score of the test.

B. Research Participants

The researcher used two kinds of participants for accomplishing the

research. The first participants were the participants for the test and the second

participants were the participants for the interview or the respondents.

1. Participants for the Test

The participants of the research were microteaching students of Sanata

Dharma University. There were two groups of participants. The first group was

the participants of the Test I which was participated by 21 participants. The

second group was the participants of the Test II which was participated by only 18


32

participants. Finally there were only 17 qualified participants who contributed in

both test because three of the second group of participants missed the second test

and one of the first group of participants missed the second test.

In order to gain a deep comprehension and due to time constraint, the

researcher chose one class only as research population randomly. The class taken

as the participants was the microteaching class D of the academic year 2009/2010.

2. Participants for the Interview

The second participants were taken from the previous 17 participants. The

researcher then, used extreme cases for choosing the second participants those

were one participant with the highest degree of comprehension of text types, one

participant with the lowest degree of comprehension of text types, and to get

more comprehensive pictures the researcher then also interviewed one participant

with the average degree of comprehension of text types.

3. Research Instruments

For accomplishing the research, the researcher used two instruments. The

first instrument was tests and the second instrument was the interview.

1. Tests

Hughes (1989: 9) stated that there were four types of tests. Those were

proficiency tests, achievement tests, diagnostic tests, and placement tests. The test

used by the writer was considered as a proficiency test because it was designed to


33

measure teachers’ ability in a language especially in text types regardless of any

training they might have had in that language.

The test was divided into two parts, the first test and the second test. The

first one tested the microteaching students’ mastery for the first six text types.

Those were recount, narrative, procedure, descriptive, news item, and analytical

exposition. The first test was conducted on February 5th 2010 at Microteaching

Laboratory A. The second one tested the microteaching students’ mastery for the

rest six of the text types. Those were report, hortatory exposition, spoof,

explanation, discussion, and review. The second test was conducted on March 1st

2010 at Microteaching Laboratory A. The participants were to determine what

kind of texts those were in the consideration of the social purpose, generic

structure, and lexicogrammatical features for each text. The data then were used to

answer the first question of the problem formulation of the research.

2. An Interview

Downs, Smeyak, and Martin (1980) stated that there was three kind of

interviews used in research. Those were personal interview, telephone interview,

and focus group interview. This research was using personal interview of face-to-

face interview because the writer was interviewing all subjects in personal, not in

group and also without a telephone but in face-to-face situation. The interview

was conducted on April 30th, 2010 at Microteaching Laboratory A.

The researcher asked the participants the importance of comprehending

text types and its relation of their future job. The researcher then asked the


34

participants’ difficulties on comprehending text types which was reflected on the

result of the test that most of them had the level of Low (L) and only one

participant gained the level of Medium (M). It was included their sources of

studying those text types and their motivation. The motivation here also related to

what job they planned for their future because some of them prefer to not become

teachers. The data then were used to answer the second question of the problem

formulation of the research.

4. Data Gathering Techniques

The researcher used two techniques for accomplishing the research. The

first technique was testing the participants. The test was conducted twice. The first

one tested the microteaching students’ mastery for the first six text types. Those

were recount, narrative, procedure, descriptive, news item, and analytical

exposition. The second one tested the microteaching students’ mastery for the rest

six of the text types. Those were report, hortatory exposition, spoof, explanation,

discussion, and review.

The second technique was interviewing the second three participants. The

researcher then asked the participants’ difficulties on comprehending text types.

5. Data Analysis Techniques

First, the researcher analyzed the result of the test including what the

participants’ degree of comprehension of text types was. The researcher then

mapped the result of the test by providing tables reflecting the participants’ result


35

of the test. There were at least 18 tables showing each percentage of the test

provided by the researcher to map the result of the test. For analyzing the data, the

researcher looked over the School-based Curriculum offered by the government of

Indonesia for finding the social purpose of each text, the generic structure of each,

and also the lexicogrammatical language used in each text.

The researcher then figured out the comprehension of text types of each

participant and interviewed three chosen participants with the highest, average,

and lowest comprehension of text types. By the interview conducted, the

researcher gained the information from the informants about their difficulties in

comprehending text types to answer the second problem formulation.

6. Research Procedure

There were some steps for accomplishing the research as follows. First, it

was the problem and topic selection. The main reason for selecting the problem

and the topic selection of the research were the researcher concerns of the rapid

changing and development of the curriculum used in Indonesian education and its

effects on the teachers’ capability of teaching especially related to the text types

which played a big part on the newest curriculum.

Second, the researcher searched for the appropriate information needed by

the research e.g. related theories, related information of the ideal instruments, and

also the ideal participants. The researcher utilized two ways of information

gathering. First, the researcher utilized the library of Sanata Dharma University to


36

gain books supporting the research. Second, the researcher browsed the Internet to

gain newest and related information supporting the research.

Third, the researcher selected the instruments used in the research. There

were two instruments of the research those were tests and interviews. The

researcher once composed a test specification for producing the test. Finishing the

test specification, the researcher then presented the draft of the test to be corrected

by the thesis sponsor. After receiving the feedback of the draft of the test, the

researcher then revised the test and did so until the thesis sponsor stated that the

test had been appropriate to collect the data of the research.

The first one tested the microteaching students’ mastery for the first six

text types. Those were recount, narrative, procedure, descriptive, news item, and

analytical exposition. The first test was conducted on February 5th 2010 at

Microteaching Laboratory A.

The second one tested the microteaching students’ mastery for the rest six

of the text types. Those were report, hortatory exposition, spoof, explanation,

discussion, and review. The second test was conducted on March 1st 2010 at

Microteaching Laboratory A. The participants were to determine what kind of

texts those were in the consideration of the social purpose, generic structure, and

lexicogrammatical features for each text.


37

Figure 3.1. An Overview of the Research Procedure

Background Identification

Searching for Information

Library The Internet

Instruments Selection

Test

Test Specification

Draft

Feedback

Final

Interview

Interview Guidelines

Draft

Feedback

Final

Participants Selection

Data Collection

Test I

Test II

Interview

Data Analysis

Mapping the Test

Mapping the Interview

Report Preparation


38

The second instrument of the research was interview guidelines. The

researcher firstly drafted the interview guidelines to be corrected by the thesis

sponsor. After the interview guidelines had been appropriate to gain the second

data of the research, the researcher then conducted the interviews. The interview

was conducted on April 30th, 2010 at Microteaching Laboratory A.

The researcher asked the participants’ difficulties on comprehending text

types which was reflected on the result of the test that most of them had the level

of Low (L) and only one participant gained the level of Medium (M).

A general overview of the research procedure could be observed on the

Figure 3.1.


39

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter presented the result of the research and the answers of the

questions stated in the problem formulation (see p.5). Answering the problem

formulation, the researcher then elaborated two major parts in this chapter namely

microteaching students' level of comprehension of text types and microteaching

students’ difficulties on comprehending text types.

A. Microteaching Students’ Comprehension of Text Types

In gathering the data of the microteaching students’ level of

comprehension of text types, the researcher conducted tests. There were two tests

conducted as follows.

1. Test I

The test was testing microteaching students’ level of comprehension of the

first six text types those were recount, narrative, procedure, descriptive, news

item, and analytical exposition. The test is attached in the appendices. The details

of the findings and discussion for each text types were discussed as follows.

a. Recount

There were six texts in the test I. The recount text was the text titled A

Visit to Sheep Property which was on the fourth number of the test I.


40

Table 4.1. Recount

No. Participants

Identification and purpose

Generic structure Features Total (%)

name purpose orientation

events Reorientation

subject tense

1. A √ √ √ - - √ √ ��. ��

2. B √ - √ - - √ √ ��. ��

3. C √ - √ √ √ √ √ ��. ��

4. D √ √ √ √ √ √ √ ��

5. E √ - √ - - √ √ ��. ��

6. F √ √ - - - √ √ ��. ��

7. G √ √ √ - - √ √ ��. ��

8. H √ - √ - √ √ √ ��. ��

9. I √ - √ √ √ √ √ ��. ��

10. J √ √ √ √ √ √ √ ��

11. K √ √ - - - √ √ ��. ��

12. L √ √ √ √ - √ √ ��. ��

13. M √ √ √ √ √ √ √ ��

14. N √ √ √ √ √ √ √ ��

15. O √ √ √ √ √ √ √ ��

16. P √ √ √ √ - √ √ ��. ��

17. Q √ √ √ √ √ √ √ ��

Total ��. % ��. ��% ��%

Average 81.51%81.51%81.51%81.51%

Table 4.1. showed the result of microteaching students’ level of

comprehension of recounts. The highest score was obtained by participant D, J,

M, N, O, and Q who scored 100. The lowest score was obtained by participant B,

E, F, and K who scored 57.14. The average score was 81.51 or in other words,

there were 81.51% of all 17 participants, for about 14 participants, comprehend

recount texts. For further details, there were 85.29% of all 17 participants, for

about 15 participants, comprehend the social function of recounts which was to

retell events for the purpose of informing or entertaining. There were 66.67% of

all 17 participants, for about 11 participants, comprehend the generic structure of


41

recount texts and 100% participants comprehend the lexicogrammatical features

of recounts.

b. Narrative

The narrative text was the text titled Snow White which was on the third

number of the test I.

Table 4.2. Narrative

No. Participants



name purpose Orientation

evaluatio

n

complication

resolution

reorientation

subject tense

1. A √ √ √ - √ - - √ √ ��. ��

2. B √ - √ - - - - √ √ ��. �� 3. C √ - - - - - √ √ √ ��. �� 4. D √ √ √ - - - √ √ √ ��. �� 5. E √ - √ - - - - - √ ��. �� 6. F √ √ - - - - - √ √ ��. �� 7. G √ √ - - - √ - - √ ��. �� 8. H √ - - - - - - √ √ ��. �� 9. I √ - √ - - - √ √ √ ��. �� 10. J √ √ √ - - √ √ √ √ ��. �� 11. K √ √ √ - - √ √ √ √ ��. �� 12. L √ √ √ - - - - √ √ ��. �� 13. M √ √ √ - - √ √ √ √ ��. �� 14. N √ √ √ - - - √ √ √ ��. �� 15. O √ √ √ - √ √ √ √ √ ��. � 16. P √ √ - - - - - √ √ ��. �� 17. Q √ √ √ - √ - √ √ √ ��. ��

Total ��. �% ��. �% �. �% Average 59.48%59.48%59.48%59.48%


comprehension of narratives. The highest score was obtained by participant O,

who scored 88.89. The lowest score was obtained by participant E scored 33.33.

The average score was 59.48 or in other words, there were 59.48% of all 17


42

participants, for about ten participants, comprehend narrative texts. For further

details, there were 88.24% of all 17 participants, for about 15 participants,

comprehend the social function of narratives which was to amuse, entertain, and

deal with actual or vicarious experience in different ways. There were 34.12% of

all 17 participants, for about six participants, comprehend the generic structure of

narrative texts and 94.12% participants, for about 16 participants comprehend the

lexicogrammatical features of narratives.

c. Procedure

The procedure text was the text titled Onion Bhajis which was on the sixth

number of the test I.

Table 4.3. Procedure

No. Participants



name purpose goal materials Steps subject tense 1. A - - - - - √ √ �. ��

2. B - √ - √ √ √ √ ��. ��

3. C - - - - - - √ ��.

4. D - - - - - - √ ��.

5. E √ - - - - √ √ �. ��

6. F √ - - - - √ √ �. ��

7. G - - - - - √ √ �. ��

8. H - - - - - √ √ �. ��

9. I √ - - - - - √ �. ��

10. J - - √ √ √ √ √ ��. ��

11. K √ - - - - √ √ �. ��

12. L - - - - - √ √ �. ��

13. M - - √ √ √ √ √ ��. ��

14. N - - - - - √ √ �. ��

15. O - - √ √ √ - √ ��. ��

16. P √ - - - √ √ √ ��. ��

17. Q √ - √ √ √ √ √ ��. ��

Total �. �% . ��% ��. �%

Average 43.70%43.70%43.70%43.70%


43


comprehension of procedures. The highest score was obtained by participant Q

who scored 85.71. The lowest score was obtained by participant A, G, H, I, L, and

N who scored 28.57. The average score was 43.70 or in other words, there were

43.70% of all 17 participants, for about seven participants, comprehend procedure

texts. For further details, there were 20.59% of all 17 participants, for about four

participants, comprehend the social function of procedures which was to describe

how something was accomplished through a sequence of actions of steps. There

were 29.41% of all 17 participants, for about five participants, comprehend the

generic structure of procedure texts and 88.24%, for about 15 participants

comprehend the lexicogrammatical features of procedures.

d. Descriptive

The descriptive text was the text titled Natural Bridge National Park

which was on the second number of the test I.

Table 4.4. Descriptive

No. Participants



name purpose Identification Description

subject tense

1. A - - - √ √ √ ��. ��

2. B √ √ - √ √ √ ��. �� 3. C √ √ - - √ √ ��. �� 4. D √ √ - - √ √ ��. �� 5. E √ - - - √ √ ��. �� 6. F √ √ - - √ √ ��. �� 7. G √ √ - - √ √ ��. �� 8. H √ √ - √ √ √ ��. �� 9. I √ √ - √ √ √ ��. �� 10. J √ √ - √ - √ ��. ��


44

No. Participants



name purpose Identification Description

subject tense

12. L √ √ - √ √ √ ��. �� 13. M √ √ √ √ √ √ �� 14. N √ √ - √ √ √ ��. �� 15. O √ √ - √ √ √ ��. �� 16. P √ √ - - - √ ��. �� 17. Q √ - - √ √ √ ��. ��

Total ��. % ��. % �. �% Average 70.59%70.59%70.59%70.59%


comprehension of descriptive. The highest score was obtained by participant M

who scored 100. The lowest score was obtained by participant A, E, K, and P who

scored 50.00. The average score was 70.59 or in other words, there were 70.59%

of all 17 participants, for about 12 participants, comprehend descriptive texts. For

further details, there were 85.29% of all 17 participants, for about 15 participants,

comprehend the social function of descriptive which was to describe a particular

person, place, or thing. There were 35.29% of all 17 participants, for about six

participants, comprehend the generic structure of descriptive texts and 94.12%, for

about 16 participants comprehend the lexicogrammatical features of descriptive.

e. News Item

The news item text was the text titled Town Contaminated which was on

the first number of the test I.


45

Table 4.5. News Item

No. Participants



name purpose Newsworthy event

Background event

Sources subject tense

1. A - √ - - - - √ �. ��

2. B √ √ - - - √ √ ��. ��

3. C - √ - - - - √ �. ��

4. D - √ - - - - √ �. ��

5. E - √ - - - √ √ �. ��

6. F - - - - - √ √ �. ��

7. G √ √ - - - - √ �. ��

8. H √ √ - - - √ √ ��. ��

9. I - - - - - - √ ��.

10. J - √ - - - - √ �. ��

11. K - √ - - - - √ �. ��

12. L √ √ - - - √ √ ��. ��

13. M - - - - - - √ ��.

14. N √ √ - - - √ √ ��. ��

15. O - √ - - - - √ �. ��

16. P - √ - - - √ √ �. ��

17. Q - √ - - - - √ �. ��

Total ��. �% �% ��. �%

Average 36.13%36.13%36.13%36.13%


comprehension of news items. The highest score was obtained by participant B,

H, L, and N who scored 57.14. The lowest score was obtained by participant I and

M who scored 14.29. The average score was 36.13 or in other words, there were

36.13% of all 17 participants, for about six participants, comprehend news item

texts. For further details, there were 58.82% of all 17 participants, for about ten

participants, comprehend the social function of news items which was to inform

readers, listeners, or viewers about events of the day which were considered

newsworthy or important. There were no participants comprehend the generic


46

structure of recount texts and 70.59%, for about 12 participants comprehend the

lexicogrammatical features of news items.

f. Analytical Exposition

The analytical exposition text was the text titled Integrated Pest

Management which was on the fifth number of the test I.

Table 4.6. Analytical Exposition

No. Participants



name purpose thesis arguments reiteration subject tense 1. A - - - - - - √ ��.

2. B - √ - - - - √ �. ��

3. C - - - - - √ √ �. ��

4. D - - - - - √ √ �. ��

5. E - - - - - - √ ��.

6. F - √ - - - √ √ �. ��

7. G - - - - - √ √ �. ��

8. H - √ √ - - √ √ ��. ��

9. I - - - - - √ √ �. ��

10. J - - - - - - √ ��.

11. K - - - - - - √ ��.

12. L - - - - - √ √ �. ��

13. M - - - - - - √ ��.

14. N - - - - - √ √ �. ��

15. O - - - √ - √ √ �. ��

16. P - - - - - - √ ��.

17. Q - - - √ - - √ �. ��

Total �. �% �. ��% ��. ��%

Average 26.89%26.89%26.89%26.89%


comprehension of analytical expositions. The highest score was obtained by

participant H who scored 57.14. The lowest score was obtained by participant A,

E, J, K, M, and P who scored 14.29. The average score was 26.89 or in other


47

words, there were 26.89% of all 17 participants, for about five participants,

comprehend analytical exposition texts. For further details, there were 8.82% of

all 17 participants, for about two participants, comprehend the social function of

analytical expositions which was to persuade the reader or listener that something

is the case. There were 5.88% all 17 participants, for about one participant,

comprehend the generic structure of recount texts and 76.47%, for about 13

participants comprehend the lexicogrammatical features of analytical expositions.

For further details of the participants’ level of comprehension of the first

test, focusing on each essential part of the text types (identification and purpose,

generic structure, and lexicogrammatical features), the researcher provided table

4.7, 4.8, and 4.9 as follows.

Table 4.7. Identification and Purpose of the First Test

No. Participants

Identification and purpose (%) Total (%) news item

descriptive Narrative recount analytical exposition

procedure

1. A 50 0 100 100 0 0 ��. ��

2. B 100 100 50 50 50 50 ��. �� 3. C 50 100 50 50 0 0 ��. �� 4. D 50 100 100 100 0 0 ��. �� 5. E 50 50 50 50 0 50 ��. �� 6. F 0 100 100 100 50 50 ��. �� 7. G 100 100 100 100 0 0 ��. �� 8. H 100 100 50 50 50 0 ��. �� 9. I 0 100 50 50 0 50 ��. �� 10. J 50 100 100 100 0 0 ��. �� 11. K 50 0 100 100 0 50 ��. �� 12. L 100 100 100 100 0 0 ��. �� 13. M 0 100 100 100 0 0 ��. �� 14. N 100 100 100 100 0 0 ��. �� 15. O 50 100 100 100 0 0 ��. �� 16. P 50 100 100 100 0 50 ��. �� 17. Q 50 50 100 100 0 50 ��. �� Average ��. ��


48


comprehension of the identification and purpose section of the first test. The

average score of the identification and purpose of the first test was 56.37; for

about 56.37% of the participants for about nine participants comprehend this

section. In other words, there were for about eight participants out of 17

participants did not comprehend this section of the text types. For further details,

the highest score was obtained by participant B, F, G, L, N, and P who scored

66.67. The lowest score was obtained by participant A, C, E, and I who scored

41.67.

Table 4.8. Generic Structure of the First Test

No. Participants

Generic structure (%) Total (%) news item

descriptive narrative recount analytical exposition

procedure

1. A 0 50 40 33.33 0 0 �. �� 2. B 0 50 20 33.33 0 66.67 �. �� 3. C 0 0 20 100 0 0 � 4. D 0 0 40 100 0 0 �. �� 5. E 0 0 20 33.33 0 0 �. � 6. F 0 0 0 0 0 0 � 7. G 0 0 20 33.33 0 0 �. � 8. H 0 50 0 66.67 33.33 0 � 9. I 0 50 40 100 0 0 ��. �� 10. J 0 50 60 100 0 100 ��. �� 11. K 0 50 60 0 0 0 ��. �� 12. L 0 50 20 66.67 0 0 . �� 13. M 0 100 60 10 0 100 �� 14. N 0 50 40 100 0 0 ��. �� 15. O 0 50 80 100 33.33 100 ��. �� 16. P 0 0 0 66.67 0 33.33 ��. �� 17. Q 0 50 60 100 33.33 100 ��. Average �. ��


comprehension of the generic structure section of the first test. The average score


49

of the generic structure of the first test was 27.68; for about 27.68% of the

participants for about five participants comprehend this section. In other words,

there were for about 12 participants out of 17 participants did not comprehend this

section of the text types. For further details, the highest score was obtained by

participant O who scored 60.56. The lowest score was obtained by participant F

who scored 0.

Table 4.9. Lexicogrammatical Features of the First Test

No. Participants

Features (%) Total (%) news item

descriptive narrative recount analytical exposition

procedure

1. A 50 100 100 100 50 100 ��. �� 2. B 100 100 100 100 50 100 �. �� 3. C 50 100 100 100 100 50 ��. �� 4. D 50 100 100 100 100 50 ��. �� 5. E 100 100 50 100 50 100 ��. �� 6. F 100 100 100 100 100 100 �� 7. G 50 100 50 100 100 100 ��. �� 8. H 100 100 100 100 100 100 �� 9. I 50 100 100 100 100 50 ��. �� 10. J 50 50 100 100 50 100 �� 11. K 50 100 100 100 50 100 ��. �� 12. L 100 100 100 100 100 100 �� 13. M 50 100 100 100 50 100 ��. �� 14. N 100 100 100 100 100 100 �� 15. O 50 100 100 100 100 50 ��. �� 16. P 100 50 100 100 50 100 ��. �� 17. Q 50 100 100 100 50 100 ��. �� Average ��. �


comprehension of the lexicogrammatical features section of the first test. The

average score of the lexicogrammatical features of the first test was 87.25; for

about 87.25% of the participants for about 15 participants comprehend this

section. In other words, there were for about two participants out of 17


50


the highest score was obtained by participant F, H, L, and N who scored 100. The

lowest score was obtained by participant J who scored 75.

2. Test II

The test II was testing microteaching students’ level of comprehension of

the rest of the six text types those were report, hortatory exposition, spoof,

explanation, discussion, and review. The details of the findings and discussion for

each text types were discussed as follows.

a. Report

There were six texts in the test II. The report text was the text titled

Harvesting Machines which was on the third number of the test II.

Table 4.10. Report

No. Participants



name purpose general classification

descriptions subject tense

1. A - - - √ √ √ ��. ��

2. B - - - √ - - ��. �� 3. C - - - √ √ √ ��. �� 4. D - - - - √ √ ��. �� 5. E - - - - - √ ��. �� 6. F - - - - √ √ ��. �� 7. G - - - - √ √ ��. �� 8. H - - - - - √ ��. �� 9. I - √ - - √ √ ��. �� 10. J - - - √ - √ ��. �� 11. K √ - - - √ √ ��. �� 12. L - - - - √ √ ��. �� 13. M - - - √ - √ ��. �� 14. N - √ - √ √ √ ��. �� 15. O - - - - - √ ��. �� 16. P - - - √ - √ ��. ��


51

No. Participants



name purpose general classification

descriptions subject tense

17. Q - - - - √ √ ��. �� Total �. �% �. �% ��. ��% Average 35.29%35.29%35.29%35.29%


comprehension of reports. The average score was 35.29 or in other words, there

were 35.29% of all 17 participants, for about six participants, comprehend report

texts. For further details, there were 8.82% of all 17 participants, for about two

participants, comprehend the social function of reports which was to describe the

way things are, with reference to a range of natural and social phenomena in our

environment. There were 20.59% of all 17 participants, for about four

participants, comprehend the generic structure of report texts and 76.47%, for

about 13 participants comprehend the lexicogrammatical features of reports.

b. Hortatory Exposition

The hortatory exposition text was the text titled Corruption which was on

the fifth number of the test II.

Table 4.11. Hortatory Exposition

No. Participants



name purpose thesis arguments recommendation

subject tense

1. A - - - √ - - √ �. ��

2. B - - - √ - √ √ �. ��

3. C - - - - - √ √ �. ��

4. D - - - - √ √ √ �. ��

5. E - - - - √ - √ �. ��

6. F - - - - √ - √ �. ��


52

No. Participants



name purpose thesis arguments recommendation

subject tense

7. G - - - - √ - √ �. ��

8. H - - - - - - √ ��.

9. I - √ - √ - - √ �. ��

10. J - - - - √ - √ �. ��

11. K - - - - √ - √ �. ��

12. L - - √ √ √ - √ ��. ��

13. M √ - - - √ √ √ ��. ��

14. N - - - - - - - �

15. O - √ - - - √ √ �. ��

16. P - √ - - - - √ �. ��

17. Q - √ - - - √ √ �. ��

Total ��. ��% �. �% ��. ��%

Average 33.61%33.61%33.61%33.61%


comprehension of hortatory expositions. The average score was 33.61 or in other

words, there were 33.61% of all 17 participants, for about six participants,

comprehend hortatory exposition texts. For further details, there were 14.71% of

all 17 participants, for about three participants, comprehend the social function of

hortatory expositions which was to persuade the reader or listener that something

should or should not be the case. There were 25.49% of all 17 participants, for

about four participants, comprehend the generic structure of hortatory exposition

texts and 64.71%, for about 11 participants comprehend the lexicogrammatical

features of hortatory expositions.

c. Spoof

The spoof text was the text titled We Don’t Subscribe to Any Newspaper

which was on the fourth number of the test II.


53

Table 4.12. Spoof

No. Participants



name purpose orientation events twist subject tense 1. A - √ - - - √ √ �. ��

2. B - - √ √ - - √ �. ��

3. C - √ √ - - - √ �. ��

4. D - √ - - - - √ �. ��

5. E - √ √ - - √ √ ��. ��

6. F - - √ - - - √ �. ��

7. G - √ √ √ - - √ ��. ��

8. H - √ - - - - √ �. ��

9. I √ √ √ - - - √ ��. ��

10. J √ √ √ - - - √ ��. ��

11. K - √ - √ - - √ �. ��

12. L - √ √ - √ √ √ ��. ��

13. M √ √ √ - √ - √ ��. ��

14. N - √ √ √ - - √ ��. ��

15. O - √ √ √ - - √ ��. ��

16. P - √ √ - - - √ �. ��

17. Q √ √ - - - √ √ ��. ��

Total ��. ��% ��. ��% ��. ��%

Average 49.58%49.58%49.58%49.58%


comprehension of spoofs. The average score was 49.58 or in other words, there

were 49.58% of all 17 participants, for about eight participants, comprehend spoof

texts. For further details, there were 55.88% of all 17 participants, for about ten

participants, comprehend the social function of spoofs which was to retell an

event with a humorous twist. There were 33.33% of all 17 participants, for about

six participants, comprehend the generic structure of spoof texts and 61.76%, for

about 11 participants comprehend the lexicogrammatical features of spoofs.


54

d. Explanation

The explanation text was the text titled A Brief Summary of Speech

Production which was on the first number of the test II.

Table 4.13. Explanation

No. Participants



name purpose general statement

explanations subject tense

1. A - √ √ √ - √ ��. ��

2. B - √ √ - √ √ ��. �� 3. C √ √ - √ - √ ��. �� 4. D - - - - √ √ ��. �� 5. E - - - - √ √ ��. �� 6. F - - - - - √ ��. �� 7. G - - - - - √ ��. �� 8. H - √ - - - √ ��. �� 9. I - √ - - - √ ��. �� 10. J - √ - √ - √ ��. �� 11. K - - - - - √ ��. �� 12. L - - - - - √ ��. �� 13. M √ √ - √ - √ ��. �� 14. N - √ - - - √ ��. �� 15. O - - - - - √ ��. �� 16. P - √ - - - √ ��. �� 17. Q - - - - - √ ��. ��

Total �. ��% ��. ��% ��. �% Average 36.28%36.28%36.28%36.28%


comprehension of explanations. The average score was 36.28 or in other words,

there were 36.28% of all 17 participants, for about six participants, comprehend

explanation texts. For further details, there were 32.35% of all 17 participants, for

about six participants, comprehend the social function of explanations which was

to explain the processes involved in the formation or workings of natural or socio-

cultural phenomena. There were 17.65% of all 17 participants, for about three


55

participants, comprehend the generic structure of explanation texts and 58.82%,

for about ten participants comprehend the lexicogrammatical features of

explanations.

e. Discussion

The discussion text was the text titled Homework which was on the sixth

number of the test II.

Table 4.14. Discussion

No. Participants



name purpose issue arguments

Conclusion

subject tense

1. A √ √ √ √ - - √ ��. ��

2. B - √ - √ - √ √ ��. ��

3. C - √ - √ - √ √ ��. ��

4. D - - - - - √ √ �. ��

5. E - - - - √ √ √ �. ��

6. F - - - - √ √ √ �. ��

7. G √ - √ √ - √ √ ��. ��

8. H - - √ √ - √ - �. ��

9. I - √ - √ √ - √ ��. ��

10. J - √ - √ √ √ √ ��. ��

11. K - - - - √ √ √ �. ��

12. L - √ √ √ - √ √ ��. ��

13. M √ √ √ √ √ √ √ ��

14. N - √ - - - √ √ �. ��

15. O √ √ √ √ - √ √ ��. ��

16. P √ √ √ √ √ - √ ��. ��

17. Q √ √ √ - √ √ √ ��. ��

Total ��% �. �% ��. �%

Average 62.18%62.18%62.18%62.18%


comprehension of discussions. The average score was 62.18 or in other words,

there were 62.18% of all 17 participants, for about 11 participants, comprehend


56

discussion texts. For further details, there were 50% of all 17 participants, for

about 9 participants, comprehend the social function of discussions which was to

present at least two points of view about an issue. There were 52.94% of all 17

participants, for about 9 participants, comprehend the generic structure of

discussion texts and 88.24%, for about 15 participants comprehend the

lexicogrammatical features of discussions.

f. Review

The review text was the text titled Private Lives Sparkle which was on the

second number of the test II.

Table 4.15. Review

No. Participants



name purpose orientation

interpretative

recount

evaluation

evaluative summation

subject tense

1. A - - - - - - √ √ �. ��

2. B - √ - - - - √ √ ��. �� 3. C - - √ - - - √ √ ��. �� 4. D - - √ - - - √ - �. �� 5. E - - - - - - √ √ �. �� 6. F - - - - - - √ √ �. �� 7. G - - √ - - - √ √ ��. �� 8. H - √ - - - - √ √ ��. ��

9. I - - √ - - - - √ �. �� 10. J - - √ - - - √ √ ��. �� 11. K - - - - - - √ √ �. �� 12. L - - √ - - - √ √ ��. �� 13. M √ √ - - - - √ √ ��. �� 14. N - - √ - - - - √ �. �� 15. O - - √ - - - √ √ ��. �� 16. P - - - - - - - √ �. �� 17. Q - - √ - - - √ √ ��. ��

Total ��. ��% ��. �% ��. �% Average 31.62%31.62%31.62%31.62%


57


comprehension of reviews. The average score was 31.62 or in other words, there

were 31.62% of all 17 participants, for about five participants, comprehend review

texts. For further details, there were 11.76% of all 17 participants, for about two

participants, comprehend the social function of reviews which was to critique an

art work or event for a public audience. There were 13.24% of all 17 participants,

for about two participants, comprehend the generic structure of review texts and

88.24%, for about 15 participants comprehend the lexicogrammatical features of

reviews.

For further details of the participants’ level of comprehension of the

second test, focusing on each essential part of the text types (identification and

purpose, generic structure, and lexicogrammatical features), the researcher

provided table 4.16, 4.17, and 4.18 as follows.

Table 4.16. Identification and Purpose of the Second Test

No. Participants

Identification and purpose (%) Total (%) report hortatory

exposition Spoof explanation discussion review

1. A 0 0 50 50 100 0 ��. ��

2. B 0 0 0 50 50 50 �. �� 3. C 0 0 50 100 50 0 ��. �� 4. D 0 0 50 0 0 0 �. �� 5. E 0 0 50 0 0 0 �. �� 6. F 0 0 0 0 0 0 � 7. G 0 0 50 0 50 0 ��. �� 8. H 0 0 50 50 0 50 �. �� 9. I 50 50 100 50 50 0 ��. �� 10. J 0 0 100 50 50 0 ��. �� 11. K 50 0 50 0 0 0 ��. �� 12. L 0 0 50 0 50 0 ��. �� 13. M 0 50 100 100 100 100 ��. �� 14. N 50 0 50 50 50 0 ��. �� 15. O 0 50 50 0 100 0 ��. ��


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No. Participants

Identification and purpose (%) Total (%) report hortatory

exposition Spoof explanation discussion review

16. P 0 50 50 50 100 0 ��. �� 17. Q 0 50 100 0 100 0 ��. �� Average �.


comprehension of the identification and purpose section of the second test. The

average score of the identification and purpose of the second test was 28.92; for

about 28.92% of the participants for about five participants comprehend this

section. In other words, there were for about 12 participants out of 17 participants

did not comprehend this section of the text types. For further details, the highest

score was obtained by participant M who scored 75. The lowest score was

obtained by participant F who scored 0.

Table 4.17. Generic Structure of the Second Test

No. Participants

Generic structure (%) Total (%) report hortatory

exposition spoof Explanation discussion review

1. A 50 33.33 0 100 66.67 0 ��. �� 2. B 50 33.33 66.67 50 33.33 0 ��. �

3. C 50 0 33.33 50 33.33 25 ��. � 4. D 0 33.33 0 0 66.67 25 �. �� 5. E 0 33.33 33.33 0 100 0 �. �� 6. F 0 33.33 33.33 0 100 0 �. �� 7. G 0 33.33 66.67 0 66.67 25 ��. � 8. H 0 0 0 0 33.33 0 �. �� 9. I 0 33.33 33.33 0 66.67 25 �. � 10. J 50 33.33 33.33 50 100 25 ��. �� 11. K 0 33.33 33.33 0 100 0 �. �� 12. L 0 100 66.67 0 66.67 25 ��. �� 13. M 50 33.33 66.67 50 100 0 ��. �� 14. N 50 0 66.67 0 66.67 25 ��. � 15. O 0 0 66.67 0 66.67 25 �. � 16. P 50 0 33.33 0 66.67 0 �. �� 17. Q 0 0 0 0 100 25 �. �� Average ��. ��


59


comprehension of the generic structure section of the second test. The average

score of the generic structure of the second test was 31.13; for about 31.13% of

the participants for about five participants comprehend this section. In other

words, there were for about 12 participants out of 17 participants did not

comprehend this section of the text types. For further details, the highest score

was obtained by participant M who scored 50. The lowest score was obtained by

participant H who scored 5.56.

Table 4.18. Lexicogrammatical Features of the Second Test

No. Participants

Features (%) Total (%) report hortatory

exposition spoof Explanation discussion review

1. A 100 50 100 50 50 100 ��. �� 2. B 0 100 50 100 100 100 ��. �� 3. C 100 100 50 50 100 100 ��. �� 4. D 100 100 50 100 100 50 ��. �� 5. E 50 50 100 100 100 100 ��. ��

6. F 100 50 50 50 100 100 ��. �� 7. G 100 50 50 50 100 100 ��. �� 8. H 50 50 50 50 50 100 ��. �� 9. I 100 50 50 50 50 50 ��. �� 10. J 50 50 50 50 100 100 ��. �� 11. K 100 50 50 50 100 100 ��. �� 12. L 100 50 100 50 100 100 ��. �� 13. M 50 100 50 50 100 100 ��. �� 14. N 100 0 50 50 100 50 ��. �� 15. O 50 100 50 50 100 100 ��. �� 16. P 50 50 50 50 50 50 ��. �� 17. Q 100 100 100 50 100 100 �. �� Average ��. ��


comprehension of the lexicogrammatical features section of the second test. The

average score of the lexicogrammatical features of the second test was 73.04; for


60

about 73.04% of the participants for about 13 participants comprehend this

section. In other words, there were for about four participants out of 17


the highest score was obtained by participant Q who scored 91.67. The lowest

score was obtained by participant P who scored 50.

After discussing the details, the researcher focused on the summary or the

research findings. Table 4.19 and Table 4.20 showed the summary of the results

of the test. Table 4.19 provided the level of comprehension of text types of each

participant. There was only one participant with Medium level of text types that

was participant M who scored 63.06. The rest of the participants, 16 participants,

gained Low level of comprehension of text types. There was no participant who

gained High level of comprehension of text types. The average score of the test of

the participants was 50.73. It indicated that generally the participants did not have

enough comprehension of text types. For further discussion, the highest score of

the test was achieved by participant M who scored 63.06. The median score of the

test was achieved by participant C who scored 48.94. The lowest score of the test

was achieved by participant E who scored 42.22.


61

Table 4.19. Summary of the Result of the Test for Each Participant

No.

Participants

Test I (%) Test II (%) Sub total (%) Total (%)

Level Identification and purpose

Generic structure

Features Identification and purpose

Generic structure

Features Identification and purpose

Generic structure

Features

1. A 41.67 20.56 83.33 33.33 41.67 75.00 37.50 31.12 79.17 49.26 L 2. B 66.67 28.33 91.67 25.00 38.89 75.00 45.83 33.61 83.33 54.26 L 3. C 41.67 20.00 83.33 33.33 31.95 83.33 37.50 25.98 83.33 48.94 L 4. D 58.33 23.33 83.33 8.33 20.83 83.33 33.33 22.08 83.33 46.25 L 5. E 41.67 8.89 83.33 8.33 27.78 83.33 25.00 18.33 83.33 42.22 L 6. F 66.67 0 100.00 0.00 27.78 75.00 33.33 13.89 87.50 44.91 L 7. G 66.67 8.89 83.33 16.67 31.95 75.00 41.67 20.42 79.17 47.09 L 8. H 58.33 25.00 100.00 25.00 5.56 58.33 41.67 15.28 79.17 45.37 L 9. I 41.67 31.67 83.33 50.00 26.39 58.33 45.83 29.03 70.83 48.56 L 10. J 58.33 51.67 75.00 33.33 48.61 66.67 45.83 50.14 70.83 55.60 L 11. K 50.00 18.33 83.33 16.67 27.78 75.00 33.33 23.06 79.17 45.19 L 12. L 66.67 22.78 100.00 16.67 43.06 83.33 41.67 32.92 91.67 55.42 L 13. M 50.00 45.00 83.33 75.00 50.00 75.00 62.50 47.50 79.17 63.06 M 14. N 66.67 31.67 100.00 33.33 34.72 58.33 50.00 33.20 79.17 54.12 L 15. O 58.33 60.56 83.33 33.33 26.39 75.00 45.83 43.48 79.17 56.16 L 16. P 66.67 16.67 83.33 41.67 25.00 50.00 54.17 20.84 66.67 47.23 L 17. Q 58.33 57.22 83.33 41.67 20.83 91.67 50.00 39.03 87.50 58.84 L Average (%) 56.37 27.68 87.25 28.92 31.13 73.04 42.65 29.41 80.15 50.73

H = High (75% <) M = Medium (60% - 75%) L = Low (< 60%)


62

Table 4.20. Summary of the Result of the Test for Each Text Types

No. Text types Identification and purpose (%)

Generic structure (%)

Features (%)

Total (%)

1. news item 54.76 0 71.43 42.06 2. descriptive 85.71 33.33 95.24 71.43 3. narrative 83.33 33.33 95.24 70.63 4. recount 85.71 69.84 97.62 84.39 5. analytical exposition 14.29 7.94 78.57 33.60 6. procedure 73.81 23.81 83.33 60.32 7. report 8.33 19.44 77.78 35.18 8. hortatory exposition 16.67 25.93 66.67 36.42 9. Spoof 52.78 35.19 61.11 49.69 10. explanation 36.11 16.67 61.11 37.96 11. discussion 47.22 51.85 88.89 62.65 12. review 11.11 13.89 88.89 37.96

Total (%) 42.65 29.41 80.15

Table 4.20 showed the summary of the result of the test for each text

types. It presented the primary result of the research those were what type of text

with the lowest level of comprehension and in what part of text the participants

had the lowest level of comprehension. The highest score was gained on recount

with 84.39. The lowest score was gained on analytical exposition with 33.60. The

highest part of text types was gained on the lexicogrammatical features of the text

types with 80.15 and the lowest part of the text types was gained on the generic

structure of the text types.

For further discussion, there were only four text types which gained more

than 60 points (comprehended) for their identification and purpose; those were

descriptive, narrative, recount, and procedure. There was only recount which its

generic structure was comprehended (< 60). All of the text types were

comprehended for their features.


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B. Microteaching Students’ Difficulties on Comprehending Text Types

For providing the data of this part of findings and discussion, the

researcher had interviewed three respondents from the formers 17 participants.

The respondents taken were one with the highest score of the test, one with the

median score of the test, and one with the lowest score of the test. The first

respondent was respondent M with the highest score of the test. The respondent

stated that her difficulties of comprehending text types were at least about three

reasons. The first one was that she rarely read the text.

“…yang membuat sulit adalah bahwa sebagian text itu saya jarang membaca jarang membaca terus lupa generic structurenya dan sebagainya...” [“...the thing that makes it difficult is that I rarely read some of the texts so that I forget the generic structure and so on...”] (Respondent M, Interview 1). The second difficulty is that the respondent’s lack of interaction with text

types.

“…jadinya yang bikin sulit karena kurang apa ya berinteraksi maksudnya kurang apa ya in touch sama teks2 nya itu...” [“...so the thing that makes it difficult is that my lack of interaction with the text, I mean, it because I am not quiet in touch with those text...”] (Respondent M, Interview 1). The last difficulty of comprehending text types for respondent M was her

laziness.

“...yang bikin sulit itu ya kadang-kadang kendalanya males itu yang paling besar.” [“...the thing that makes it difficult is that sometimes I am lazy and this is the biggest difficulty.”] (Respondent M, Interview 1).


64

The second respondent was respondent C with the median score of the

test. She stated that at least there were two reasons of the difficulties of

comprehending text types. The first one was related to her own characteristic.

“...berhubungan dengan apa ya kayak ee karakteristik saya juga sih sebenarnya...” [“...in fact, it relates to my own characteristic...”] (Respondent C, Interview 2). The second difficulty was lacking of involvement with the text.

“...kalo misalkan diberi kesempatan untuk misalkan ee diberi handout atau diberi apa itu mungkin bisa lebih baik gitu ya.” [“...if I am given more opportunities to, for example, provided by handouts or something like that, may be the result will be better.”] (Respondent C, Interview 2). The last respondent who gained the lowest score of the test was respondent

E. There were two major difficulties for her. The first one was that she was not

taught those text types during her study.

“...lha trus kan kalo selama saya kuliah di sini mempelajari kayak generic structure tipe-tipe teks seperti itu tu... kayaknya gak ada...” [“...so as long as I have studied here, there is no subject in which I can learn the generic structure and types of texts...”] (Respondent E, Interview 3). The second difficulty was her lacking of information related to text types.

“...kurang informasi aja informasi kalo misalnya ada informasi yang cukup pasti kan muridnya juga tahu...” [“...it’s only a matter of lacking of information; if there is enough information of course the students will comprehend it...”] (Respondent E, Interview 3).

Summarizing the respondents’ difficulties in comprehending text types,

the researcher divided the difficulties into two main factors those were internal


65

factors and external factors. The internal factors included the microteaching

students’ laziness on learning the text types and their own characteristics. In other

words, it related to their motivation in learning the text types. The external factors

included reading the text rarely, lacking of interaction with text types, lacking of

involvement with the text, and those text types were not taught during her study.

Difficulties in text comprehension might occur at mainly three different levels of

processing: at the level of the word, at the level of the sentence, and at the level of

the text (Yuill & Oakhill, 1991).


66

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

The last chapter was intended to present the conclusions and suggestions.

The conclusions were derived from the research findings which were based on the

research questions presented in the first chapter. The suggestions were intended

for the microteaching students, the English Language Education Study Program of

Sanata Dharma University, the high school teachers, and the future researchers.

Therefor, this chapter was divided into two main parts, namely conclusions and

suggestions.

A. Conclusions

There were three conclusions derived from the findings and discussion in

the previous chapter. Those were the microteaching students’ level of

comprehension of text types, the text type which was the worst comprehended by

the microteaching students, and the microteaching students difficulties on

comprehending the text types.

Firstly, the average score of the test testing the microteaching students’

level of comprehension of text types was 50.73. In other words, based on the scale

produced by the researcher which was adapted from the scale of scoring of the

English Language Education Study Program of Sanata Dharma University, the

microteaching students’ level of comprehension of text types was Low. The

highest score was 63.06 (Medium) and the lowest score was 42.22 (Low).


67

Secondly, analytical exposition was the lowest text type which was

comprehended by the microteaching students as only 33.60% of the microteaching

students, for about six students out of 17 students, comprehending it. The most

comprehended text type was recount as 84.39% of the microteaching students, for

about 14 students out of 17 students, comprehending it. Dealing with parts of the

text types which were social function, generic structure, and lexicogrammatical

features, the most comprehended part was the lexicogrammatical features as

80.15% of the students comprehending this part, for about 14 students out of 17

students. The worst part was the generic structure as only 29.41% of the students

comprehending this part, for about five students out of 17 students. There were

42.65% of the students comprehend the last part, the social function or the

identification, for about seven students out of 17 students.

Thirdly, there were two kinds of factors the microteaching students’

difficulties on comprehending text types; those were the internal factors and

external factors. The internal factors included the microteaching students’ laziness

on learning the text types and their own characteristics. The external factors

included reading the text rarely, lacking of interaction with text types, lacking of

involvement with the text, and those text types were not taught during her study.

B. Suggestions

Based on the findings, there are some suggestions intended for

microteaching students, English Language Education Study Program of Sanata

Dharma University, and further researcher.


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1. Microteaching Students

From the findings, it is obvious that the microteaching students’ level of

comprehension of text types is low. Microteaching students have to have more

involvement to text types so that they can improve their level of comprehension of

text types. Improving their level of comprehension, they will be better future

teachers.

2. English Language Education Study Program of Sanata Dharma

University

From the interviews with the three informants, all of the informants

suggested that it was urgently needed that text types were taught in their study.

text types can be placed or taught in some skills subjects for example writing,

reading, or even in microteaching class. It is in the purpose of improving their

level of comprehension of text types.

3. Further Researchers

This research investigates the microteaching students’ level of

comprehension of text types. For further research, it is necessarily for further

researchers to investigate the real teachers of their level of comprehension of text

types. Furthermore, the needs of the feedback of the newest curriculum used in

Indonesia that is School-based Curriculum brings further researcher to work on

the research with the research participants which cover all of the Indonesian high

school teachers.


69

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APPENDICES


74

Appendix 1: Test I Read the following texts carefully and answer the questions on the answer sheet! Test I 1. Town Contaminated

Moscow – A Russian journalist has uncovered evidence of another Soviet nuclear catastrophe, which killed ten sailors and contaminated an entire town. Yelena Vazrshavskya is the first journalist to speak to people who witnessed the explosion of a nuclear submarine at the naval base of Shkotovo-22 near Vladivostock. The accident, which occurred 13 months before the Chernobyl disaster, spread radio active fall-out over the base and nearby town, but was covered up by officials of the then Soviet Union. Residents were told the explosion in the reactor of the Victor – class submarine during a refit had been a ‘thermal’ and not a nuclear explosion. And those involved in the clean – up operation to remove more than 600 tons of contaminated material were sworn to secrecy. A board of investigators was later to describe it as the worst accident in the history of the Soviet Navy. 2. Natural Bridge National Park Natural Bridge National Park is a luscious tropical rainforest. It is located 110 kilometers south of Brisbane and is reached by following the Pacific Highway to Nerang and then by traveling through the Numimbah Valley. This scenic roadway lies in the shadow of the Lamington National Park. The phenomenon of the rock formed into a natural ‘arch’ and the cave through which a waterfall cascades is a short one-kilometer walk below a dense rainforest canopy from the main picnic area. Swimming is permitted in the rock pools. Night-time visitors to the cave will discover the unique feature of the glow worms. Picnic areas offer toilets, barbecues, shelter sheds, water and fireplaces; however, overnight camping is not permitted. 3. Snow White Once upon a time, there lived a little girl named Snow White. She lived with her aunt and uncle because her parents were dead. One day, she heard her uncle an aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White. Snow White did not want her uncle and aunt to do this so she decided it would be best if she ran away. The next morning, she ran away from home when her aunt and uncle were having breakfast. She ran away into the woods. She was very tired and hungry. Then, she saw this little cottage. She knocked but no one answered so she went inside and felt asleep. Meanwhile, the seven dwarfs were coming home from work. They went inside. There, they found Snow White sleeping. Then, Snow White woke up. She saw the dwarfs. The dwarfs said, “What is your name?” Snow White said, “My name is Snow White.” Doc said, “If you wish, you may live here with us”. Snow White said, “Oh, could I? Thank you”. Then Snow White told the dwarfs the whole story and Snow White and the seven dwarfs lived happily ever after. 4. A Visit to a Sheep Property Last holidays I visited a sheep property. I helped in the shearing sheds and in the yards.


75

On the first day the Merino weathers were crutched. I helped by sweeping up after the rouse about picked up the wool pieces. Shearers start early (at 7.30 am). After lunch, we started shearing the lambs. There were more than 400 so we didn't finish until the next day. Once again I was sweeping and picking up dags. I was tired by the end of the day in the shed but our work wasn't finished. We all had to help to get the wethers and lambs back into the paddocks. As well, we had to get a mob of ewes and their lambs into the yards for shearing the next day. Then it was time for tea (that's what my nanna calls dinner). This was a very long day but I enjoyed it a lot. 5. Integrated Pest Management There is no one best way to deal with pests in agriculture. Pesticides are commonly used, but this may cause many problems. Combining different management operations is the most effective way to control pests. Firstly, the chemicals in pesticides may build up as residues in the environment. This reduces the quality of farm produce. As well, pests can gradually become resistant to pesticides. This means that newer and sometimes stronger ones have to be developed. Some pesticides affect non target animal such as fish and bees. This affects the natural balance. Also aiming to completely wipe out agricultural pests may be very expensive. Sometimes pest damage costs less than the method of control. Lastly, understanding the ecology of the area helps a lot in pest control. Natural enemies can be used to control a pest. Pesticides should be chosen that don’t affect the natural enemies. Therefore, integrated pest management is a safe and more effective option in agriculture. 6. Onion Bhajis Onion Bhajis are very popular things to have as part of an Asian meal. You can buy them in a supermarket but they’re much nicer if you make them yourselves. Gram flour Pinch of salt Tsp red chili powder ½ tsp aniseed 1 tsp garam masala 1 tsp paprika 3 green chilies finely chopped 3 onions ½ tsp bicarbonate of soda Place gram flour, salt, red chili powder, aniseed, garam masala, paprika and bicarbonate of soda in a bowl and mix together. Add enough water so that it is the consistency of a gravy and leave for 10 minutes to settle. Chop green chillies into a separate bowl and add sliced onions. Add the chilies and the onions into the gram flour mixture. Heat deep fat fryer or large frying pan and using a wooden spoon drop spoonfuls into the hot fat. Fry for about ten minutes. These should look golden brown. They can be served hot or cold with dips or a salad.


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Appendix 2: A Blank Answer Sheet of the Test I Test I Name : _____________________________ St. Number : _____________________________

I. A. Write down the kind of reading text of those six reading text on the provided space (column A)! B. Mention the purpose of each text by writing the answer letter in the listed provided box (column B)!

a. to describe the way things are, with reference to a range of natural and social phenomena in our environment b. to retell events for the purpose of informing or entertaining c. to persuade the reader or listener that something is the case d. to present at least two points of view about an issue e. to describe how something was accomplished through a sequence of actions of steps f. to explain the processes involved in the formation or workings of natural or socio-cultural phenomena g. to amuse, entertain, and deal with actual or vicarious experience in different ways h. to persuade the reader or listener that something should or should not be the case i. to inform readers, listeners, or viewers about events of the day which were considered newsworthy or important j. to describe a particular person, place, or thing k. others : mention the purpose(s) on the provided space

No. Text Type (A) Purpose (B) 1. 2. 3. 4. 5. 6.

II. Write down the generic structure of those reading texts!

1. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________ 2. i. __________________________________________________ ii. __________________________________________________ 3. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________ iv. __________________________________________________ v. __________________________________________________ 4. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________ 5. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________ 6. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________


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III. Observe the subject of each sentence of the text, and then choose the correct statement(s) in the box showing the characteristics of the subject of the sentences for each text by putting the letter into the brackets! a. individual subject, such as a man, a teacher, the doctor, etc. b. generic subject, such as cats, dogs, teachers, you, etc. c. specific subject, such as I, she, Mary, Borobudur, etc

1. ( ) 2. ( ) 3. ( ) 4. ( ) 5. ( ) 6. ( )

IV. What kind of tenses used for each number of the text?

1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. ____________________________________ 5. ____________________________________ 6. ____________________________________


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Appendix 3: Examples of the Participants’ Answer Sheet of the Test I


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Appendix 4: Test II Read the following texts carefully and answer the questions on the answer sheet! Test II 1. A Brief Summary of Speech Production Speech production is made possible by the specialized movements of our vocal organs that generate speech sounds waves. Like all sound production, speech production requires a source of energy. The source of energy for speech production is the steady stream of air that comes from the lungs as we exhale. When we breathe normally, the air stream is inaudible. To become audible, the air stream must vibrate rapidly. The vocal cords cause the air stream to vibrate. As we talk, the vocal cords open and close rapidly, chopping up the steady air stream into a series of puffs. These puffs are heard as a buzz. But this buzz is still not speech. To produce speech sounds, the vocal tract must change shape. During speech we continually alter the shape of the vocal tract by moving the tongue and lips, etc. These movements change the acoustic properties of the vocal tract, which in turn produce the different sounds of speech. 2. Private Lives Sparkle Since the first production of Private Lives in 1930, with the theater’s two leading sophisticates Noel Coward and Gertrude Lawrence in the leads, the play has tended to be seen as a vehicle for stars.

QUT Academy of the Arts’ production boasted no ‘stars’, but certainly fielded potential stars in a sparkling performance that brought out just how fine a piece of craftsmanship Coward’s play is. More than 60 years later, what new could be deducted from so familiar a theme? Director Rod Wissler’s highly perceptive approach went beyond the glittery surface of witty banter to the darker implications beneath. With the shifting of attitudes to social values, it became clear that Victor and Sibyl were potentially the more admirable of the couples, with standards better adjusted than the volatile and self-indulgent Elyot and Amanda. The wit was there, dexterously ping-ponged to and fro by a vibrant Amanda (Catherine Jones) and a suave Elyot (Daniel Kealy).

Julie Eckersley’s Sybil was a delightful creation, and Philip Cameron-Smith’s more serious playing was just right for Victor. Jodie Levesconte was a superb French maid. James Maclean’s set captured the Thirties atmosphere with many subtle touches.

All involved deserve the highest praise.

3. Harvesting machines Headers harvest crops such as wheat, barley, and oats. These machines are also known as combine harvesters. Headers combine the three operations needed to harvest a crop – reaping, threshing, and winnowing. The comb on the front of the header cuts the heads off the stalks (reaping). The auger pulls the heads into the machine. The stalks left standing in the paddock are called stubble. Threshing involves separating the grains from the head. The drum rotates, beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header. Straw is spread over the ground. Stock can graze on this and the standing stubble left after harvest.


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There are a number of screens in the headier. Grain passes over these and fans blow the husks away. This is called winnowing. The clean grain is stored in the box. When this is full the grain is augered out into a chaser bin or truck. 4. We Don’t Subscribe to Any Newspapers Jack was a university student. He studied history. At the end of the year, his history professor failed him in his examination and he was told to leave the university. The next day, Jack’s father went to see the professor. He urged the professor to let Jack continue his studies the following year. “He’s a good boy,“ said Jack’s father, “and if you give him a chance this time, I’m sure he will improve a lot next year.” “No, no! That’s quite impossible!” replied the professor, “Do you know, last month I asked him when Napoleon died, and he could no to answer it.” “Please, sir, give him another chance,” said Jack’s father, “you see, we don’t subscribe to any newspapers in our house, so none of us even knew that Napoleon was ill.” 5. Corruption Do you know what the meaning of corruption is? What is the relation between money and corruption? Well, corruption is common everywhere in the world, even in the U S. It’s just a matter of the intensity. However, it is quite shocking when one reliable survey claims Jakarta is the most corrupt place in Indonesia. The survey has made me sad, actually, because I stay and earn a living here in the capital. As most people know, Tanjung Priok Post smuggling is not a new thing at all. Entrepreneurs who want to minimize their fax payments tend to do such a thing more often. They even bribe the officials. Well, I think the measurements taken so far to overcome the problem by punishing the corruptors is still not far enough. We have to prevent the younger generations from getting a bad mentality caused by corruption. I believe we should start at the earliest staged in school and I think everyone should be involved in the effort to eradicate corruption. We must not make any distinctions. 6. Homework There is a lot of discussion as to whether children should be given homework or not. Some people claim that children do enough work in school already. They also argue that children have hobbies that they want to do after school, such as sports or music. A further point they make is that a lot of homework is pointless and doesn’t help the child learn at all. However there are also strong arguments against this point of view. Parents and teachers argue that it is important to find out whether children can work on their own without support from the teacher. They say that the evening is a good time for children to sit down and think about what they have learned in school. Furthermore they claim that the school day is too short to get anything done that needs doing and it makes sense to send home tasks like independent reading or further writing tasks that don’t need teacher support. On balance I think that some homework is a good idea but that it should only be given at the weekend when children have more time.


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Appendix 5: A Blank Answer Sheet of the Test II

Test II Name : _____________________________ St. Number : _____________________________

I. A. Write down the kind of reading text of those six reading text on the provided space (column A)! B. Mention the purpose of each text by writing the answer letter in the listed provided box (column B)!

a. to describe the way things are, with reference to a range of natural and social phenomena in our environment b. to retell events for the purpose of informing or entertaining c. to present at least two points of view about an issue d. to persuade the reader or listener that something should or should not be the case e. to explain the processes involved in the formation or workings of natural or socio-cultural phenomena f. to critique an art work or event for a public audience g. to describe a particular person, place, or thing h. to retell an event with a humorous twist i. to persuade the reader or listener that something is the case j. to inform readers, listeners, or viewers about events of the day which were considered newsworthy or important k. others : mention the purpose(s) on the provided space

No. Text Type (A) Purpose (B) 1. 2. 3. 4. 5. 6.

II. Write down the generic structure of those reading texts!

1. i. __________________________________________________ ii. __________________________________________________ 2. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________ iv. __________________________________________________ 3. i. __________________________________________________ ii. __________________________________________________ 4. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________ 5. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________ 6. i. __________________________________________________ ii. __________________________________________________ iii. __________________________________________________


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III. Observe the subject of each sentence of the text, and then choose the correct statement(s) in the box showing the characteristics of the subject of the sentences for each text by putting the letter into the brackets! a. individual subject, such as a man, a teacher, the doctor, etc. b. generic subject, such as cats, dogs, teachers, you, etc. c. specific subject, such as I, she, Mary, Borobudur, etc

1. ( ) 2. ( ) 3. ( ) 4. ( ) 5. ( ) 6. ( )

IV. What kind of tenses used for each number of the text?

1. ____________________________________ 2. ____________________________________ 3. ____________________________________ 4. ____________________________________ 5. ____________________________________ 6. ____________________________________


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Appendix 6: Examples of the Participants’ Answer Sheet of the Test II


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Appendix 7: The Interview Transcription of the Respondent M Interview 1 with Respondent M with the highest score on the test. Place of Interview : Date of Interview : R : selamat sore mbak rani I : selamat sore R : eee ini berkaitan dengan tes yang eee rani kerjakan kemarin ee saya punya satu pertanyaan ini

sebenarnya eee kesulitan2 apa sih yang membuat ee rani itu sulit untuk memahami tentang text types itu kesulitannya itu apa saja

I : kesulitan yang sebenarnya tu gak ada yang sulit karena pada dasarnya ee kalo text yang biasa dikeluarkan seperti narrative, descriptive dan sebagainya itu bisa tapi yang membuat sulit adalah bahwa sebagian text itu saya jarang membaca jarang membaca terus lupa generic structurenya dan sebagainya jadinya yang bikin sulit karena kurang apa ya berinteraksi maksudnya kurang apa ya in touch sama teks2 nya itu

R : terus kalo dari pihak kampus sendiri apakah eee menyediakan apa ya menyediakan buku-buku ato sumber-sumber yang sudah cukup menurut rani tentang text types

I : saya punya satu buklet itu tentang text types tapi tidak selengkap eee maksudnya jenisnya tidak sebanyak seperti yang di tes kemarin

R : eee I : yang umum keluar di SMA pada saat itu R : padahal itu keluar semua lho I : iya po R : heeh I : ya sebangsa text sebangsa hortatory R : heeh I : news item R : heeh I : dan sebagainya itu kan ya saya tahu kalo ini tu news item R : hooh I : ya saya tahu kalo ini tu hortatory tapi generic structurenya lupa semua R : eee heeh I : gitu R : terus ada kesulitan lain gak ee dari opo selain itu selain jarang untuk membaca selain itu ada

kesulitan lain gak sebenarnya I : maksudnya R : yo kesulitan yang lain misalkan eemmm apa ya misalkan itu tadi misalkan kurang apa dari

sumber bukunya kurang misalkan tapi kalo rani kan punya sendiri I : heeh R : itu kan gak masalah I : heeh R : terus apakah ee misalkan di perpustakaan itu kurang ato ya ya kesulitan yang lain I : saya sebenernya orang yang tidak suka ke perpustakaan dan sampai sekarang tidak terdaftar

sebagai anggota perpustakaan R : heeh I : tapi ketika saya diharuskan untuk mencari teks-teks apa pengen tahu saya biasanya itu cari di

internet aja R : heeh browsing ya I : heeh yang bikin sulit itu ya kadang-kadang kendalanya males itu yang paling besar


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R : heeh I : tapi ketika terpaksa apa ketika keadaannya mengharuskan aku untuk membaca itu ya harus kalo

kemarin kebetulan agak-agak bisa ato lebih bisa daripada yang lain mungkin karena saya ngajar di SMA jadinya mau gak mau saya juga harus ikut tahu

R : ya terus ada usul gak supaya teman-teman plus rani sendiri bisa lebih baik lagi apa tentang ini soalnya kan di 12 text itu kan bener-bener nanti diajarkan to entah di SMP ato di SMA

I : heeh R : dengan asumsi bahwa kalian nanti yang ngambil kelas micro ini kan diproyeksikan jadi guru I : heeh R : nah itu apakah ada ada usul gak usul apa gitu biar nanti lebih baik lagi I : ada sebenarnya kan teks-teks seperti itu diajarkannya harusnya di setelah basic itu apa sih basic

writing skill terus paragraph writing R : heeh I : paragraph writing itu sebenarnya kita membuat teks-teks semacam itu tapi karena kita

membuatnya asal membuat aja R : heeh I : terus disubmit di internet itu to R : heeh I :disubmit di internet dan tidak ada feedback tidak ada pemeriksaan yang rinci dari dosennya ya

semua mahasiswa itu berasumsi bahwa punya saya bener R : heeh I : dan yang mengkomen itu adalah sesama teman sendiri R : heeh I : jadinya yo kayak orang buta mengkomeni orang buta R : heeh I : kalo menurut saya ya umpamane ya apa sih reading satu intensive reading satu ya membaca teks-

teks seperti itu jadinya R : heeh I : ketika udah reading dua extensive reading hal-hal macem maksudnya kayak basic kan ini R : heeh I : maksudnya narrative descriptive kayaknya basic itu sudah bisa di luar kepala R : ee I : jadinya sejak dari awal-awal semester writing reading speaking kayak-kayak gitu R : jadi dengan kata lain ee disertakan dalam ini ya pembelajaran di kampus maksude I : heeh R : di mata kuliah itu entah itu reading satu ato reading dua gitu ya I : heeh lha buat apa kita belajar sebangsa apa ya prose two drama novel R : heeh I : sebagai macem kayak gitu tapi ketika ditanya kalo umpamanya kita terjun ke SMA mbak news

item apa sih generic structurenya krik..krik..krik..krik...gak tau R : heeh I : kan ya R : ya I : aneh R : ya ada ada hal lain yang mau disampaikan I : apa ya teksnya susah kemarin R : he nggak I : susah R : hehehe I : sebenarnya mengasyikkan baca cerita seperti itu R : heeh


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I : tapi ketika apa namanya suruh menjawab-menjawab tu ah.. R : he tapi sebenarnya tidak sulit itu nganu kok di sumbernya cuma ini kok kebanyakan yang

memang diajarkan di SMA juga kok yang kemarin I : heeh ya suka sendiri kalo bacanya ya dapet narrative recount spoof anecdote R : kemarin malah gak ada anecdote I : ee R : gak ada sudah I : sudah ya kan saya yang tanya sudah R : iya sudah terima kasih ya I : iya R : makasih.


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Appendix 8: The Interview Transcription of the Respondent C Interview 2 with Respondent C with the median score on the test. Place of Interview : Date of Interview : R : selamat sore ria I : sore R : ee ini saya mau sedikit ee wawancara tentang hasil yang ujian kemarin tes yang kemarin tentang

text types itu emm cuma satu pertanyaan sebenarnya kesulitan-kesulitan kamu itu apa sih tentang text types itu bisa sedikit cerita gak

I : ee kesulitan tentang text types itu sebenarnya R : heeh I : berhubungan dengan apa ya kayak ee karakteristik saya juga sih sebenarnya jadi aku itu

termasuk orang yang mudah hafal tapi mudah lupa mudah inget mudah lupa gitu lho R : heeh I : jadi cepet kalo buat ngapalin ngapalin sesuatu gitu tapi nanti ketika dalam jangka waktu yang

udah agak lama R : heeh I : ketika ditanyain lagi itu udah ilang gitu lho itu udah udah udah lupa nah trus kalo untuk yang tes

kemarin itu R : heeh I : jujur kalo untuk memahami teks itu saya ee relatif lebih mudah daripada untuk menganalisis apa

kayak generic structurenya gitu jadi ee ininya ee apa generic structurenya apa aja gitu R : heeh I : apalagi ee yang lebih parah lagi untuk mengidentifikasi jenis teksnya itu apa gitu karena kan

banyak banget dan udah lama tidak mengulang tentang itu gitu lho R : ee jadi dengan kata lain ee waktu tes itu kamu sudah ee apa ya sudah tidak tidak mempelajari

tentang itu gitu ya I : heeh R : terus eem ada kesulitan lain gak misalkan emm berkaitan juga dengan itu kan misalkan ee micro

kan memang harus belajar tentang itu to soalnya kan mengajar I : iya R : itu misalkan kamu cari-cari sumber gitu apakah mudah atau atau sulit cari sumber tentang text

types itu I : kalau sumber tentang itu untuk bahan mengajar ya R : heeh I : kalo menurut saya sebenarnya gak sulit karena perpus ee perpustakaan juga udah lengkap gitu R : heeh I : kalo saya nyari bahan untuk itu di perpustakaan udah udah udah ada gitu udah ada banyak

apalagi di internet kan banyak juga R : heeh I : jadi kalo untuk bahan mengajar gak gak sulit R : berarti dengan kata lain memang ee kamu dan teman-teman itu kurang dikondisikan untuk

istilahnya membaca atau berhubungan dengan text types gitu aja ya sebenarnya I : iya R : kalo misalkan diberi kesempatan untuk misalkan ee diberi handout atau diberi apa itu mungkin

bisa lebih baik gitu ya I : iya heeh R : terus ada ada usul gak ada saran biar nanti lebih lagi hasilnya I : ee apa ya kayaknya kalo sejauh yang saya tahu tu selama saya kuliah di sini kita memang jarang


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sekali apa ya membahas yang namanya jenis teks ini R : heeh I : terus struktur ee apa struktur teksnya atau generic structurenya tu ini ini ini gitu itu cuma kita

pelajari waktu SMA jadi mungkin gak tau mungkin di sini kita sudah dianggep bisa dan ngerti gitu mungkin ya

R : waktu saya SMA malah nggak ada itu I : oiya R : gak ada I : waktu saya SMA juga ya karena saya dulu di SMA Negeri gitu jadi gurunya juga tidak terlalu

memperhatikan tentang pokoknya aku udah ngasih bahan gitu muridnya atau ee mau gak mau harus tahu dan kalaupun muridnya gak tahu ya terserah pokoknya saya udah ngajar gitu lho jadi mungkin kalo di sini lebih diitu lagi sih di review lagi

R : diberi kesempatan untuk belajar itu itu ya I : heeh R : iya-iya ada saran yang lain I : ee gak kayaknya itu aja deh heeh R : iya oke terima kasih waktunya ya selamat sore I : sama-sama.


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Appendix 9: The Interview Transcription of the Respondent E Interview 3 with Respondent E with the lowest score on the test. Place of Interview : Date of Interview : R : selamat sore mbak ucik I : sore R : ee ini saya mau interview sedikit tentang hasil tes yang kemarin tentang text types itu ee saya

cuman punya satu pertanyaan emm kesulitan-kesulitannya tu apa sih ee dalam mempelajari text types itu bisa cerita nggak kesulitan-kesulitannya

I : kalo dilihat yang kemarin ya mas itu saya cuma tahu beberapa kayak umum-umum yang sering muncul di

R : heeh I : pelajaran kayak recount procedure yang sering muncul kayak news item trus pokoknya yang

jarang dipakai itu malah saya gak tahu itu R : heeh I : generic structure dan lain-lain R : padahal yang itu kan 12 teks kemarin kan itu ada di ini dipelajari di SMP entah di SMA kan

memang ada I : iya saya inget SMA sempet yang inget itu yang kayak narrative recount itu R : heeh trus kesulitannya apa I : apa ya R : apakah kurang sumbernya I : o ya R : atau tidak tidak apa ya ee dari kampus itu misalkan ee kurang apa kurang ada buku tentang itu di

perpus atau ee atau kamu sendiri yang gimana I : kalo di perpus saya nggak tahu ya mas kalo saya itu ke perpus tu cuma eee buat tugas R : heeh I : lha trus kan kalo selama saya kuliah di sini mempelajari kayak generic structure tipe-tipe teks

seperti itu tu R : heeh I : kayaknya gak ada R : belum ada padahal kan ee kamu kan diasumsikan menjadi guru kan I : heeh R : nanti kan untuk mengajar ini tapi dari kampus sendiri tidak ada mata kuliah yang mengajarkan

ini gitu ya I : heeh R : iya iya trus ada kesulitan yang lain gak I : apa ya sebenarnya gak ada cuma itu aja kurang informasi aja informasi kalo misalnya ada

informasi yang cukup pasti kan muridnya juga tahu R : heeh trus ada ada usul gak saran biar nanti eee eee kamu dan teman-teman tu bisa lebih lebih

tahu lagi tentang text types itu ada usul gak I : mungkin kalo misalnya kayak pelajaran ee misalnya kuliah apa yo kayak yang baca itu oh

reading R : heeh I : ato writing R : heeh I : mungkin diselipin kayak kayak gitu-gitu kayak tipe teks sama berbagai unsurnya itu R : e kalo micro itu juga bisa ya ato


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I : o bisa micro misalnya kan kalo ngajarin kayak misalnya praktek kayak tadi kan e topiknya kan tentang tipe teks juga sekalian yang jadi muridnya kan sekalian bisa belajar

R : iya-iya ada usul yang lain saran I : gak cukup R : cukup terima kasih ya waktunya I : sama-sama R : iya terima kasih.


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Appendix 10: Examples of Text Types

1. An Example of News Items

Town Contaminated

Moscow – A Russian journalist has uncovered evidence of another Soviet

nuclear catastrophe, which killed ten sailors and contaminated an entire town.

Yelena Vazrshavskya is the first journalist to speak to people who witnessed

the explosion of a nuclear submarine at the naval base of Shkotovo-22 near

Vladivostock.

The accident, which occurred 13 months before the Chernobyl disaster, spread

radio active fall-out over the base and nearby town, but was covered up by officials

of the then Soviet Union. Residents were told the explosion in the reactor of the

Victor – class submarine during a refit had been a ‘thermal’ and not a nuclear

explosion. And those involved in the clean – up operation to remove more than

600 tons of contaminated material were sworn to secrecy.

A board of investigators was later to describe it as the worst accident in the

history of the Soviet Navy.

2. An Example of Descriptive

Natural Bridge National Park

Natural Bridge National Park is a luscious tropical rainforest. It is located 110

kilometers south of Brisbane and is reached by following the Pacific Highway to

Nerang and then by traveling through the Numimbah Valley. This scenic roadway

lies in the shadow of the Lamington National Park.

The phenomenon of the rock formed into a natural ‘arch’ and the cave through

which a waterfall cascades is a short one-kilometer walk below a dense rainforest


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canopy from the main picnic area. Swimming is permitted in the rock pools. Night-

time visitors to the cave will discover the unique feature of the glow worms.

Picnic areas offer toilets, barbecues, shelter sheds, water and fireplaces;

however, overnight camping is not permitted.

3. An Example of Narratives

Snow White

Once upon a time, there lived a little girl named Snow White. She lived with

her aunt and uncle because her parents were dead.

One day, she heard her uncle an aunt talking about leaving Snow White in the

castle because they both wanted to go to America and they didn’t have enough

money to take Snow White.

Snow White did not want her uncle and aunt to do this so she decided it would

be best if she ran away. The next morning, she ran away from home when her aunt

and uncle were having breakfast. She ran away into the woods.

She was very tired and hungry. Then, she saw this little cottage. She knocked

but no one answered so she went inside and felt asleep.

Meanwhile, the seven dwarfs were coming home from work. They went

inside. There, they found Snow White sleeping. Then, Snow White woke up. She

saw the dwarfs. The dwarfs said, “What is your name?” Snow White said, “My

name is Snow White.” Doc said, “If you wish, you may live here with us”. Snow

White said, “Oh, could I? Thank you”. Then Snow White told the dwarfs the

whole story and Snow White and the seven dwarfs lived happily ever after.


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4. An Example of Recounts

A Visit to a Sheep Property

Last holidays I visited a sheep property. I helped in the shearing sheds and in

the yards.

On the first day the Merino wethers were crutched. I helped by sweeping up

after the rouse about picked up the wool pieces. Shearers start early (at 7.30 am).

After lunch, we started shearing the lambs. There were more than 400 so we

didn't finish until the next day. Once again I was sweeping and picking up dags.

I was tired by the end of the day in the shed but our work wasn't finished. We

all had to help to get the wethers and lambs back into the paddocks. As well, we

had to get a mob of ewes and their lambs into the yards for shearing the next day.

Then it was time for tea (that's what my nanna calls dinner). This was a very long

day but I enjoyed it a lot.

5. An Example of Analytical Expositions

Integrated Pest Management

There is no one best way to deal with pests in agriculture. Pesticides are

commonly used, but this may cause many problems. Combining different

management operations is the most effective way to control pests.

Firstly, the chemicals in pesticides may build up as residues in the

environment. This reduces the quality of farm produce.

As well, pests can gradually become resistant to pesticides. This means that

newer and sometimes stronger ones have to be developed.

Some pesticides affect non target animal such as fish and bees. This affects

the natural balance.


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Also aiming to completely wipe out agricultural pests may be very expensive.

Sometimes pest damage costs less than the method of control.

Lastly, understanding the ecology of the area helps a lot in pest control.

Natural enemies can be used to control a pest. Pesticides should be chosen that

don’t affect the natural enemies.

Therefore, integrated pest management is a safe and more effective option in

agriculture.

6. An Example of Procedures

Onion Bhajis

Onion Bhajis are very popular things to have as part of an Asian meal. You

can buy them in a supermarket but they’re much nicer if you make them

yourselves.

Gram flour

Pinch of salt

Tsp red chili powder

½ tsp aniseed

1 tsp garam masala

1 tsp paprika

3 green chilies finely chopped

3 onions

½ tsp bicarbonate of soda

Place gram flour, salt, red chili powder, aniseed, garam masala, paprika and

bicarbonate of soda in a bowl and mix together.


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Add enough water so that it is the consistency of a gravy and leave for 10

minutes to settle.

Chop green chillies into a separate bowl and add sliced onions. Add the chilies

and the onions into the gram flour mixture. Heat deep fat fryer or large frying pan

and using a wooden spoon drop spoonfuls into the hot fat. Fry for about ten

minutes.

These should look golden brown. They can be served hot or cold with dips or

a salad.

7. An Example of Explanations

A Brief Summary of Speech Production

Speech production is made possible by the specialized movements of our

vocal organs that generate speech sounds waves.

Like all sound production, speech production requires a source of energy. The

source of energy for speech production is the steady stream of air that comes from

the lungs as we exhale. When we breathe normally, the air stream is inaudible. To

become audible, the air stream must vibrate rapidly. The vocal cords cause the air

stream to vibrate.

As we talk, the vocal cords open and close rapidly, chopping up the steady air

stream into a series of puffs. These puffs are heard as a buzz. But this buzz is still

not speech.

To produce speech sounds, the vocal tract must change shape. During speech

we continually alter the shape of the vocal tract by moving the tongue and lips, etc.

These movements change the acoustic properties of the vocal tract, which in turn

produce the different sounds of speech.


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8. An Example of Reviews

Private Lives Sparkle

Since the first production of Private Lives in 1930, with the theater’s two

leading sophisticates Noel Coward and Gertrude Lawrence in the leads, the play

has tended to be seen as a vehicle for stars.

QUT Academy of the Arts’ production boasted no ‘stars’, but certainly

fielded potential stars in a sparkling performance that brought out just how fine a

piece of craftsmanship Coward’s play is.

More than 60 years later, what new could be deducted from so familiar a

theme?

Director Rod Wissler’s highly perceptive approach went beyond the glittery

surface of witty banter to the darker implications beneath.

With the shifting of attitudes to social values, it became clear that Victor and

Sibyl were potentially the more admirable of the couples, with standards better

adjusted than the volatile and self-indulgent Elyot and Amanda.

The wit was there, dexterously ping-ponged to and fro by a vibrant Amanda

(Catherine Jones) and a suave Elyot (Daniel Kealy).

Julie Eckersley’s Sybil was a delightful creation, and Philip Cameron-

Smith’s more serious playing was just right for Victor. Jodie Levesconte was a

superb French maid. James Maclean’s set captured the Thirties atmosphere with

many subtle touches.

All involved deserve the highest praise.


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9. An Example of Reports

Harvesting machines

Headers harvest crops such as wheat, barley, and oats. These machines are

also known as combine harvesters. Headers combine the three operations needed

to harvest a crop – reaping, threshing, and winnowing.

The comb on the front of the header cuts the heads off the stalks (reaping).

The auger pulls the heads into the machine. The stalks left standing in the paddock

are called stubble.

Threshing involves separating the grains from the head. The drum rotates,

beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header.

Straw is spread over the ground. Stock can graze on this and the standing stubble

left after harvest.

There are a number of screens in the headier. Grain passes over these and fans

blow the husks away. This is called winnowing. The clean grain is stored in the

box. When this is full the grain is augered out into a chaser bin or truck.

10. An Example of Spoofs

We Don’t Subscribe to Any Newspapers

Jack was a university student. He studied history.

At the end of the year, his history professor failed him in his examination and

he was told to leave the university.

The next day, Jack’s father went to see the professor. He urged the professor

to let Jack continue his studies the following year. “He’s a good boy,“ said Jack’s

father, “and if you give him a chance this time, I’m sure he will improve a lot next

year.”


108

“No, no! That’s quite impossible!” replied the professor, “Do you know, last

month I asked him when Napoleon died, and he could no to answer it.”

“Please, sir, give him another chance,” said Jack’s father, “you see, we don’t

subscribe to any newspapers in our house, so none of us even knew that Napoleon

was ill.”

11. An Example of Hortatory Expositions

Corruption

Do you know what the meaning of corruption is? What is the relation between

money and corruption? Well, corruption is common everywhere in the world, even

in the U S. It’s just a matter of the intensity. However, it is quite shocking when

one reliable survey claims Jakarta is the most corrupt place in Indonesia.

The survey has made me sad, actually, because I stay and earn a living here in

the capital. As most people know, Tanjung Priok Post smuggling is not a new

thing at all. Entrepreneurs who want to minimize their fax payments tend to do

such a thing more often. They even bribe the officials.

Well, I think the measurements taken so far to overcome the problem by

punishing the corruptors is still not far enough. We have to prevent the younger

generations from getting a bad mentality caused by corruption.

I believe we should start at the earliest staged in school and I think everyone

should be involved in the effort to eradicate corruption. We must not make any

distinctions.


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12. An Example of Discussions

Homework

There is a lot of discussion as to whether children should be given homework

or not.

Some people claim that children do enough work in school already. They also

argue that children have hobbies that they want to do after school, such as sports or

music. A further point they make is that a lot of homework is pointless and doesn’t

help the child learn at all.

However there are also strong arguments against this point of view. Parents

and teachers argue that it is important to find out whether children can work on

their own without support from the teacher. They say that the evening is a good

time for children to sit down and think about what they have learned in school.

Furthermore they claim that the school day is too short to get anything done that

needs doing and it makes sense to send home tasks like independent reading or

further writing tasks that don’t need teacher support.

On balance I think that some homework is a good idea but that it should only

be given at the weekend when children have more time.


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