AN ANALYSIS ON RECOUNT WRITING OF THE FIFTH TERM STUDENTS OF

ENGLISH DEPARTMENT

TEACHERS TRAINING AND EDUCATION FACULTY

PEKALONGAN UNIVERSITY

Pradnya Permanasari

PBI FKIP Universitas Pekalongan

ABSTRACTS

Permanasari, Pradnya. 2011. An Analysis of Recount Writing of the Fifth Term Students of English

Department Teachers Training and Education Faculty Pekalongan University. Key words: genre, recount writing, generic structure, linguistic features

Salah satu peranan dosen bahasa Inggris saat ini adalah membuat mahasiswa bisa menulis berbagai tipe text sesuai dengan kurikulum yang berlaku. Siswa diharapkan bisa menulis berbagai text

yang masing-masing berbeda fungsi sosialnya, generic structurenya dan kaidah kebahasaanya. Maka

dari itu dosen harus bisa mengarahkan mahasiswa untuk menulis dengan fungsi sosial text yang tepat,

kaidah kebahasaan yang benar dan penggunaan struktur yang sesuai. Salah satu tipe text tersebut adalah Recount Text.

Penelitian ini memiliki empat tujuan utama. Pertama, untuk menjelaskan susunan Recount

Text yang benar; apakan mahasiswa sudah menulis Recount sesuai dengan susunan yang tepat?. Kedua, untuk menemukan dan mendeskripsikan struktur yang digunakan mahasiswa agar tercapai

fungsi komunikasi dalam text. Ketiga, untuk menemukan masalah-masalah yang dihadapi siswa

dalam menulis Recount Text. Keempat, untuk menemukan alasan mengapa mahasiswa mempunyai masalah tersebut.

Metode yang digunakan dalam penelitian ini adalah Deskriptif Kualitatif. Generic Struktur

digunakan untuk menganalisa Macro Level.Sedangkan untuk menganalisa Micro Levelnya, penulis

menganalisa tenses, transitivity, dan circumstances.Objek study yang digunakan adalah 36 naskah recount mahasiswa yang diambil 13 dan diteliti secara mendalam. Data dari penelitian ini kemudian

dianalisa menggunakan pendekatan analisa genre.

Hasil dari penelitian ini menunjukkan bahwa Teks Recount yang ditulis mahasiswa mempunyai generic structure, yang dinamakan; thesis, arguments, dan recomendation. Micro level

yang dianalisa pada penelitian ini adalah tenses, transitivity, dan circumstances. Tense yang

digunakan mahasiswa adalah simple Past Tense. Transitivity yang penulis temukan adalah penggunaan material, mental, behavioral, verbal, relational, dan existensial. Circumstance yang

digunakan adalah time, place, quality, manner, dan reason. Penulis juga menemukan berbagai masalah

yang dihadapi mahasiswa dalam menulis recount seperti; 1). Masalah kesalahan tata bahasa; 2).

Masalah penggunaan circumstances; dan 3) masalah penggunaan partisipan. Hasil dari penelitian inia adalah sebagian besar masalah yang dihadapi siswa adalah penggunaan tense yang salah; mahasiswa

sering menggunakan simple present tense.banyak juga kesalahan pada penggunaan finite yang

disebabkan oleh ketidak perhatianya mahasiswa dalam penggunaan to be. Masalah tersebut terjadi karena dosen tidak menjelaskan circumstances dengan baik. Simpulan dari penelitian ini adalah dalam

pengajaran menulis recount, dosen harus menguasai macro dan micro level. Untuk penelitian

selanjutnya, jenis teks yang lain yang ditulis oleh mahasiswa PBI UNIKALharus dianalisa lebih jauh.

Analysa tersebut meliputi macro dan micro level.

English is an International language, which is spoken in International events and is used

as the medium of transferring information flows on science, technology, and culture as well.

As a matter of fact, students should be able to perform language skills such as listening,

speaking, reading and writing. The four skills of English teaching are divided into two parts

of language functions, namely, oral and written English. One of the most important things

that students have to acquire in learning English is writing. And one of the most challenging

tasks English lecturers face nowadays is making their students write different genre as

required by the new curriculum. Students are supposed to understand that each genre has

different social functions, different structure and different linguistic features. Genre is a kind

of text. As we know, there are many kinds of text. And for the students of English

Department, they have to be able to communicate both orally and in written form in the genre

classifications.

To carry out this task, lecturers need macro and micro skills to help the students to

develop their competence in writing genres. This means that writing activities are no longer

geared around what to write (topics), but how to write (skills of writing).

Recount text is an example of written text, in which the text has to be designed and

made according to type of writing genre. In line with what Gerot and Wignell (1994:17) said,

there are three important things which are involved in any types of texts based on the genre as

frame of reference: purpose, text elements and stages that show how they are structured and

the particular use of linguistic features. Knowledge of genre is really important for lecturers

because it can help the students in writing genre with clear purpose, appropriate generic

structure and correct use of lexico-grammatical features.

The purpose of this research is to investigate and describe how the recount text element

is written. Besides of the generic structure of recount, the writer would like to identify how

the communicative purpose in the recount text is established; to identify the text element and

their stages, to describe how ideas are linguistically organized through the analysis of

transitivity. The writer would also like to find out the problems faced by the students in

writing recount text and the reason why they have those problems.

Review of Related Literature

Text and Context

How is the relationship between text and context? The relationships between text and

context are so close that one can be interpreted from another (Martin, 1985). Martin (1997:4)

argues that language construes, is construed by and (over time) re-construes social context.

Also, Firth in Stubbs (1996:53) contented that the complete meaning of a word is always

contextual, and no study of meaning apart from a complete context can be taken seriously.

In brief, as an aspect of interaction and outcome of communication, a text is created

by its context-context of culture and context of situation. In terms of learning a language,

learners have to learn how the language is used by the society in which it occurs.

Context of Situation

Halliday and Hasan propose three important aspects of context of situation which are

called register variables. They are:

1. The FIELD OF DISCOURSE which refers to what is happening, to the nature of

the social action that is taking place: what is it that the participants are engaged

in, in which language figures as some essential component?

2. The TENOR OF DISCOURSE which refers to who is taking part, to the nature of

the participants, their statutes and roles: what kinds of role relationship obtain

among the participants, including permanent and temporary relationships of one

kind or another,

3. The MODE OF DISCOURSE which refers to what part of the language is

playing, including the channel (it is spoken or written or some combination of the

two and also the rhetorical mode, what is being achieved by the text in terms of

such categories as persuasive, expository, didactic, and the like.

(Halliday and Hasan, 1985:12).

Field, mode and tenor determined how language is used, and how the meanings

are constructed. An understanding of how field, tenor and mode influence the grammatical

choices leads to another important theme in the systemic functional linguistics (SFL): that is

the notion of a grammatical system.

The register variables influence the language choices since they reflect four social

functions of language which are known as metafunctions. They are:

1). Ideational meaning, involving experiential properties of language (representation of

the real worlds); 2).Interpersonal (the social interaction between speaker and listener);

3).Logical (formal logical relationships expressed in the grammar); 4).Textual meaning

(what makes language into a text)

The relationship between meanings and function of language is bidirectional just as the

relationship between meanings and wordings that realize the meanings. Gerot and Wignell

summarize this relationship between functions, meanings, and wordings as in figure 1

Figure 1: The relationship between language functions, meanings, and wording (Gerot and

Wignell, 19994: 15).

The bi-directionally relationship between language functions, meanings, and wordings

enable us to predict from text to context, or move from context to text.

Context of Culture

Meanings of a text are affected by the context of situation and the context of culture.

Gerot and Wignell (1994) argue that context of culture determines what we can mean

through:

- Being who we are

- Doing what we do

- Saying what we say

We can recognize context of culture of a text even if we feel unsure with the context

of situation. Context of culture is more general or abstract than context of situation. We are

able to deduce the context of situation of a text, it does not mean immediately we recognize

the context of culture. In this case, to have meaningful text, we need to relate the text to a

cultural context.

Textual Device: Conjunction

The use of conjunctions in the written text is unavoidable as they function to relate

clauses in many terms of relation, such as in term of temporal sequence, consequence,

Context Text

Semantics Lexicogrammar

(Wordings)

Field Ideational Transitivity

(Whats going on?) (Processes, Participants,

Circumstances)

Tenor Interpersonal Mood and Modality

(Social relations) (Speech roles, attitudes)

Mode Textual Theme, Cohesion

(Contextual Coherence)

comparison and addition. Martin cited in Gerot and Wignel (1994: 180) presents a useful

summary of conjunctions.

Table 2.1 Conjunctions as Textual Devices

Kind of

conjunction

Distinctive

Internal

External/internal

Cohesive Paratactic Hypotactic

Additive Moreover

In addition

Alternatively

And

Or

And, or Besides,

If not then

Comparative

Comparative

Equally

That is

On the other

hand

Likewise

In contrast,

instead

But,

So finite

Like, as,

As, if

Whereas

Temporal At the same

time

Finally

At first

Meanwhile

Throughout

Previously,

thereupon

And,

Meanwhile,

Then

While, when

As long as,

after,

Since, now

that

Consequential To this end

Then

In conclusion

After all

Nevertheless

Admittedly

In this way

To this end

Then

Otherwise

Therefore

For

However

Yes, thus

So

But

So that, lest,

so as, in

case, if, even

if, unless,

because, as,

since

Although, in

spite of,

By, thereby

Transitivity

In the systemic functional grammar, a clause simultaneously encodes three strands of

meaning: ideational meaning, interpersonal meaning and textual meaning. Ideational meaning

which constitutes the meaning about things or ideas is realized through the process of

transitivity: process, participants, and circumstances.

Circumstances

Circumstances answer such question as when, where, why, how, how many and as

what. They realize meanings about:

a. Time (temporal): tells when and is probed by when, how often, how long.

b. Place (spatial): tells where and is probed by where and how far.

c. Manner: tells how. It consists of three parts: means (tells by what means and is

probed by what means and is probed by what whit.

d. Cause: tells why. It consists of three parts: reason (tells what causes the

process and is probed by why or how.

e. Accompaniment: tells with (out) who or what is probed by who or what else.

f. Matter: tells about what or with references to what and is probed by what

about.

g. Role: tells what as and is probed by as what.

Processes are realized by verbs. Participants and circumstances are incumbent upon

the doings, happenings, feelings, and beings. This suggests that there are different kinds of

goings on, which necessarily involve different kinds of participants in varying circumstances.

There are indeed seven different process types identified by Halliday (2004: 34).

Figure 2: Process Types

For example:

I realize the differences

Sensor Mental: Cognition Phenomenon

Material doing bodily, physically, materially

Behavioral behaving physiologically and psychologically

Mental sensing emotionally, intellectually, sensorial

Verbal saying lingual, signaling

Relational being equal to or some attribute of

Existential existing there exists

Metrological weathering

She kicked the ball

Material Processes

Material processes are processes of material doing. They express the notion that some

entity physically does something which may be done to some other entity. So clauses with a

material process obligatorily have a doing (process) and a doer (participants).

The youngster wiggled in his seat

The entity who or which does something is the actor.

There optionally is an entity to which the process is extended or directed.

This entity which may be done to is the goal.

The exhausted bushwalker dropped his pack

There are two varieties of material processes creative and dispositive. In the creative

type, the goal is brought about by the process.

Handel wrote carefully

In the dispositive type, we have doings and happenings.

The bushwalker slept

Material processes take both active (as above) and the passive.

Whitlam was dismissed by Kerr

Participants

The term participants refer to people and things identified through the nominal group

structure of a clause. There are two participants, namely: generic participants and specific

participants. Generic participant refer to or identify groups and classes of participants (like

Actor Material Goal

Actor Process Circumstance

Participant:

Actor

Process:

Material

Participant:

Goal

Actor Process Circumstance

Actor Material

Goal Material Actor

dolphins, whales and women) rather than specific participants (like Flipper, Moby Dick or

Irma).

In many process types there is the possibility of the process being initiated externally.

For instance we often find material clauses like:

The devil made me do it

Summary of material process and incumbent participants

Process type Participants

Er ed Causer other

Material Actor Goal Initiator Beneficiary,

range

(Gerot and Wignell, 1994: 76)

The entity who or which does something is the actor.

There optionally is an entity to which the process is extended or directed.

This entity which may be done to is the goal.

Genre of Recount Text

This sub chapter discusses about definition of genre and recount text.

Definition of genre

Martin and Rose (2001: 7) views that there are three are three principles of genre. They

are stages, goal oriented and social process.

1. Stages because it usually takes us a few steps to reach our goal.

2. Goal oriented because we use genres to get things done.

3. Socials because we participate in genres with other people.

Recount

Recount writing is one of the several kinds of texts introduced and taught to the students

of English Department, Teachers Training and Education Faculty of Pekalongan University.

Based upon the SFL theory, the instruction of recount writing should focus on the social

purpose realized through rhetorical moves, textual structure and language. The social purpose

Initiator

Material

Actor Goal

of recount genre is to retell events for the purpose of informing or entertaining. The

schematic structure of a recount to realize the discourse purpose is represented as follows:

orientation, event, and reorientation.

Communicative Purpose of Recount

The communicative purpose of a recount is to list and describe past experiences by

retelling events in the order in which they happened (chronological order). Derewianka

(1990: 38) states that recount in written to retell events with the purpose of either informing

or entertaining their audience or both. According to Hammond et. al (1992 : 90)

communicative purpose of recount is to record events for the purpose of information.

Generic Structure of Recount Text

Generic (schematic) structure is the distinctive beginning-middle-end structure of a

genre (i.e. the stages accomplishing a genres social purpose); the stages may be either

obligatory (always present) or optional (present only order certain conditions). In line with

what Eggins (1994) said the stages of genre: a beginning, a middle, and an end. She suggests

that the labels (beginning. Middle, and an end) should be avoided; it is because it can be

found in all genres. Instead, the term move is commonly used for both written and spoken

genres to a stage in a genre.

The summary of the social functional, the generic structure, and the lexico-grammatical

features of recount text is presented in table 2.2 below.

Table 2.2 Recount Genre

Recount Genre

Social Function Generic Structure Lexico-grammatical features

To retell for the

purpose of

informing or

entertaining

Orientation

Events

Re-orientation

Focus on specific participants

Use of material processes

Use of circumstances of time

Use of circumstances of place

Use of past tense

Focus on temporal sequence

In relation to the study, students recount writing should be written best according to

the genre of recount. According to Gerot and Wignell (1994: 194) the generic structure of

recounts is as shown in table 2.3

Table 2.3 Recount Genre

The basic structure of a recount consists of three parts.

1. Orientation provides background information answering who, when, where, and why.

2. Events are identified and described in chronological order.

3. Re-orientation is comments expressing a personal opinion regarding the events

described.

(http://www.andrewseaton.camau/grecount.htm)

Teaching Cycle of Genre

At the first stage, modeling refers to a stage where the genre is question is presented and

analyzed by the lecturer with the students in various activities. Modeling is an important

aspect of the genre approach. At this stage the social purpose, text structure and language

features of genre are investigated (Callaghan, Knapp and Noble, 1993). The modeling stage

focused on two main aspects, building the students background knowledge about the topic

and introducing the students to a model of genre to be taught (Hammond, 1990). The students

are introduced to model text(s) of a genre the students are supposed to learn.

The second stage is called join construction. Within the curriculum cycle this is a stage

where the students construct a text together and lecturers gradually reduce their contribution

to the text construction (Callaghan et. al., 1993).

The students gather and organize the information they need to write a text. In order to

get information, they are required to do research and discussion whether through individual

or group work activities. Here the lecturer gives guidance to the students.

At the third stage, the independent construction is a stage where the students construct

their individual texts. At this stage support by the lecturer is reduced as the students are

Generic Structure of Recount

Orientation Provides the setting and introduces participants

Event Tell what happened in what sequence

Re-orientation Optional closure of event

encouraged to work independently (Gibbons, 2002). Even so, when necessary, they may seek

for advice or suggestions to the lecturer or their peers. The students write their own text. For

students with limited control over written language, explicit guidance in understanding

purpose, schematic structure and the language features of a genre is needed before they can

proceed to independent construction. At this stage the lecturer and the students have a shared

language and knowledge with which to discuss the problems encounter in independent

construction.

Research Design

A research method is a way of research activity, whether technical or administrative,

to reach the strange area (Ndraha, 1981: 40). This is the way that researcher will get the

answer to the research question.

The descriptive qualitative approach is used in this study to answer the research

question. The students recount writing was collected; macro level (the generic structure of

recount text) and micro level (tense, transitivity, and conjunctions) were analyzed; the result

was interpreted and the possible causes of the students problems in writing recount texts were

presented and then the conclusion from the analysis will be drawn.

Theories of Gerot and Wignell (1994), Butt et. al. (1995) and Hammond et. al. (1992)

and Halliday was used to analyze the genres and generic structures. Hallidays (1976) and

Oshima and Hogues (1999) theories were used to analyze about cohesive and coherence

devices. The object of the study is the sentences used in students recount writing of the fifth

term students of English Department, Teachers Training and Education Faculty of

Pekalongan University. The lecturer asks students to write recount texts. Then, from their

written texts, the writer just took thirty six texts (one class) because she wanted to analyze the

macro and micro levels in depth.

Research Findings

This chapter aims at analyzing the data in order to answer the statements of problems. Here,

thirty six recount texts written by the fifth term students of English Department Unikal were

selected as the object of the study. This study was focused on the genre analysis which was

divided into macro and micro levels. In the macro level, the analysis was focused on the

generic structure that tells how the text elements are organized, while in the micro level, the

analysis was focused on tense (use of past tense), transitivity (participant, material process,

circumstance of place, time) and cohesive device (conjunction).

Macro level analysis

In the macro level, the analysis was focused on the generic structure that tells

how the text elements are organized.

Generic structure

Generic structure reflects how the text elements in the recount text are

organized. The analysis shows that the thirty three recount texts had

similar generic structures in the way of how the text elements were

organized, namely: orientation, events and re-orientation. Three

recount texts did not include re-orientation which presents optimal-

closure of events. The result of the generic structure analysis of the

students recount texts is shown in table 2.5

Table 2.5 Generic Structure of the Students Recount Texts

Text Orientation Event

1

Event

2

Event

3

Re-

Orientation

1 - 2 - - 3 - 4 - 5 - - 6 - - 7 - - 8 - 9 - - 10 - 11 - 12 - 13 - - 14 - - 15 - - 16 - - 17 - - 18 - 19 - - 20 - - 21 - - 22 - - 23 - - 24 - - 25 - - -

Text Orientation Event

1

Event

2

Event

3

Re-

Orientation

26 - - 27 - - 28 - - 29 - 30 - - 31 - - - 32 - - 33 - - 34 - 35 36 - -

Amount 36 36 11 2 33

Based on the findings, the recount text as the objects of this study can be divided into

four kinds : 1) twenty two texts included orientation, one event, and reorientation; 2) three

text included orientation and one event; 3) nine texts included orientation, two events, and re-

orientation; 4) two recount texts included orientation, three events and re-orientation.

Micro level analysis

In this level of analysis, the focus was given to analyzing tense (use of past

tense), transitivity (participant, material process, circumstance place and time)

and cohesive device (conjunction).

Tenses

The result of the analysis shows that the use of past tense has the greatest

portion in the recount text. Past tense has the greatest portion in the recount text

because recount text is a type of text which tells past events for the purpose of

informing and entertaining.

Transitivity

The following facts are the result of the analysis in the transitivity

which analyzed participant, process and circumstance. Related to the transitivity

and the elements included in it (participant, process and circumstance), and

participants used in recount texts, subject we and I were the highest

frequency of subjects used by the student. Seen from process, there were seven

processes, they are: material, mental, behavioral, verbal, relational, existential,

and meteorological.

Processes

From the data there are various types of processes with different

frequencies of each type. All students used material processes in the recount

texts. Twenty eight students used mental processes. Seven students used

behavioral processes. Five students used verbal processes. Twenty seven

students used relational processes. Three students used meteorological

processes. Only one student used existential processes.

The Dominant Problems Faced By the Students

The writer found some problem in the student recount writing such as: 1). the problem

of tenses; 2). Problems of finite (without finite); 3). Problems of conjunction; 4). Problems of

circumstance of time; 5). Problems in the use of material process.

Why the students have those problems

The result shows that most of the students face problems in the use of tenses, especially

using of past tense. It is because the students tend to generalize using of verb -ed for past

tense. They regard past verb by add d and ed. Some students used be-ed forms of the

verb. The writer also finds some of students also were not familiar with the regular verb. For

the errors associated with the irregular past tense forms, a relative few instances of over-

generalization. The error in this inappropriate use of finite must have happened because the

students had not understood yet the functions of to be in the sentences.

Inappropriate use of circumstance of time must have happened because the lecturer

didnt explain to the students about using p.m dan a.m because the lecturer regarded that the

students had known about it.

This inappropriate use of action verb must have happened because the students didnt

know about action verb correctly. The lecturer had taught about action verbs / material

process but the students didnt pay attention to the lecturer.

Conclusion

From the findings and interpretation, the conclusions can be drawn as the following:

Analysis of genre in the macro level

All the recount text written by the students under the analysis have the similar steps: 1)

orientation, 2) events, 3) re-orientation. Orientation provides background information

answering who, when, where, and why. Events are identified and described in chronological

order. Re-orientation is comments expressing a personal opinion regarding the events

described.

Based on the findings, the recount texts as the objects of this study can be divided into

four kinds : 1) twenty two texts included orientation, one event, and re-orientation; 2) three

texts included orientation and one event; 3) nine texts included orientation, two events, and

re-orientation; 4) two recount texts included orientation, three events and re-orientation.

Analysis of genre in the micro level

We can conclude that past tense, material processes dominate the recount text:

individualized participants I and We also dominates the text, circumstances of time and

place are widely used in these texts. All of these features of the students recount match the

linguistic features of recount stated by Gerot and Wignel (1994 : 194).

The writer also found out some problems in the students recount writing such as : (1)

the uses of tenses, especially on the uses of past tense, (2) the uses of conjunction, and (3)

inappropriate use of transitivity (the uses of material process, circumstance time and place).

The conclusion concerning the students problem is:

The result shows that most of the students face problems in the use of past tense. The

students tend to generalize using of verb-ed for past tense. Some of students also were not

familiar with the irregular verb. The error in inappropriate use of finite must have happened

because the students had not understood yet the functions of to be in the sentences.

Inappropriate use of circumstance of time must have happened because the lecturer didnt

explain to the students about using p.m and a.m because the lecturer regarded that students

had known about it. This inappropriate use of action verb must have happened because the

students didnt know about action verb correctly. The lecturer had taught about action verbs /

material process but the students didnt pay attention in the lecturer.

Suggestions

Based on the conclusion of the study, some suggestions are given here: In teaching

writing genre especially recount text: lecturers need to consider macro level (generic

structure) and micro level (tenses, transitivity, and conjunction). It can help the students in

writing genre with clear purpose, appropriate generic structure and correct use of lexico-

grammatical features.

For further research, the others types of texts written by the English Department

Students of Pekalongan University students need to be analyzed. The analysis can include

macro and micro levels.

BIBLIOGRAPHY

But, David et.al. 2001. Using Functional Grammar : An Explorers Guide. Second Edition. Sidney : National Centre for English Language Teaching Research. Maquire University.

Cresswell, John. 1994. Research Design Qualitative and Quantitative Approach. London : SAGE Publication.

Eggin, Suzanne. 1994. an Introduction to Systemic Functional Linguistics. London : Casell.

Eggin, Suzanne and Diana Slade. 1997. analyzing Casual Coversation. London : Casell.

Gerot, Linda & Peter Wignell. 1995. Making Sense of Functional Grammar. Australia : Gerd Stabler.

Grace, Eudia & Th. M. Sudarwati. 2006. Look Ahead 2. Jakarta : Erlangga.

Guion, Lisa A. 2002. Triangulation : Estalishing The Validity of Qualitative Studies. University of Florida : Extension Institute of Food and Agriculture Science.

Halliday, M.A.K and R. Hasan. 1985. Language, Context, and Text : Aspects of Language in a Sosial mSemiotic Perspective. Melbourne : Deakin University Press.

Halliday, M.A.K. 1994. An Introduction to Functional Grammar Second Edition. London : Edward Arnold.

Halliday, M.A.K and Christian Matthiessen. 1999. Construing Experinece Through Meaning. A Language Based Approach to Cognition. London : Edawar Arnold.

. 2004. An Introduction to Functional Grammar. London : Continuum.

Harmer, J. 2007. How to Teach English. England : Longman.

Hyland, Ken. 2004. Genre and Second Language Writing. The United States of America : The University of Michigan Press.

Isaac, Stephen and William B. Michael. 1971. Handbook in Research and Evaluation. San Diego : Edits Publishers.

Kress, J.R. 1976. Halliday : System and Function in Language. London : Oxford University Press.

Le Compte and Praissle. 1993. Ethnography and Qualitative Design in Educational Research. 2nd Edition. California : Academic Press Inc.

Malmkjaer, Kriste. 1995. The Linguistics Encyclopedia. New York : Roudledge.

Martin, J.R. and D. Rose. 2003. Working with Discourse. Meaning Beyond The Clause. London : Arnold.

Martin. J.R. 1992. English Text : System and Structure. Philadelphia : John Benjamins Publishing Company.

Martin, J.R., C.M.I.M. Matthiessen, C. Paiter. 1997. Working with Functional Grammar. London : Arnold.

Mulatsih, Sri. 2007. Message Organization in the Students Personal Rexounts (A Case Study of English Department Students of Faculty of Languages and Letters Dian Nuswantoro University) (unpublished thesis). Semarang : Semarang State University.

Saleh, Mursid. 2008. Enam Tradisi Besar Penelitian Pendidikan Bahasa. Indonesia : UNNES Press.

Ventola, Eija. 1979. The Structure of Casual Conversation in English. Journal of Pragmatics. 267-298.

Yusak, Muchlas. 2004. A Brief Introduction to Genre. Indonesia : LPMP Jawa Tengah.

BIBIOGRAPHY

Callaghan, M.P. Knapp and G. Noble. 1993. Genre in Practice. In B. Copeand M. Kalantzis

(Eds). The Powers of Literacy : A Genre Approach to Teaching Writing, pp. 179-

2002. London : The Falmer Press.

Eggins, Suzzanne. 1994. An Introduction to Systemic Functional Linguistic. London : Pinter

Publisher.

Gerot, L. and P. Wignell. 1994. Making Sense of Fungsional Grammar. NSW : Antipodean

Educational Enterprise.

Halliday, M.A.K. 1994. An Introduction to Functional Grammar. London : Edward Arnold,

Hodder Headline PLC, St. Martins Press Inc.

Halliday, M.A.K. 2002. On Grammar. Jonathan Webster (Ed.). London : Continum.

Halliday, M.A.K. and Christian Matthiessen. 2004. An Introduction to Functional Grammar.

London : Edward Arnold.

Hammond, J. 1990. Is Learning to Read and Write The Same as Learning to Speak? In F.

Christie (Ed.), Literacy for a Changing World, pp.26-53. Australia : ACER.

Hammond, J. et al. 1992. English for Social Purpose. A Handbook for Lecturers of Adult

Literacy. Sydney : National Center for English Language Teaching and Research,

Macquarie University.

Hammond. 2006. An Analysis of The Context of Situation Involved in English Commercial

Advertisement Text Used in Daily Newspaper.

(http://www.andrewseaton.camau/gerecount.htm).

Hyland, K. 2004. Genre and Second Language Writing. Michigan : The University of

Michigan Press.

Ndraha, Taziluduhu. 1981. Research Teori Methodologi Administrasi. Jakarta : T. Bina

Aksara.

Oshima, A. and A. Houge. 1999. Writing Academic English. New York : Person Education,

ed.

Teich, E. 1999. Systemic Functional Grammar in Natural Language . Generation : Linguistic

Description and Computational Representation. London : Cassell.