Recount Text in SFL Perspective: Pedagogical Implication based on Student’s Writing Analysis
Year: 2018
Type: article
Abstract: Recount can be considered as one of the easiest types of text that can be written by students. This might be the reason why the text is learned in both junior and senior high school level. However, there are still a lot of students who cannot produce the text well. This study was aimed to analyze student’s recount text based on three metafunctions in SFL perspective. It is expected that by identifying students’ problems, teachers can decide and design appropriate pedagogical plan. The result of the study reveals that the student’s major problems in producing recount text are the use of subject and verb tense (interpersonal metafunctions), the generic structure of the text, the use of conjunctions, the grammatical errors, and L1 interference. Therefore, considering the problems found in the student’s recount text, POWER strategy is proposed as one of strategies can be applied by teachers in teaching writing, particularly teaching recount text. Keywords: recount text, systemic functional linguistics, metafunction, POWER strategy
Source: Register Journal
Author: Laxmi Mustika Cakrawati
Institution: Indonesia University of Education
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $150
OpenAlex ID: W2902586189