GENDERED REPRESENTATIONS IN STUDENTS’ RECOUNT TEXTS

Aini, Wildan Nurul (2016) GENDERED REPRESENTATIONS IN STUDENTS’ RECOUNT TEXTS. S2 thesis, Universitas Pendidikan Indonesia.

[img]
Preview
Text
S_BING_1302712_Title.pdf

Download (83kB) | Preview
[img]
Preview
Text
S_BING_1302712_Abstract.pdf

Download (128kB) | Preview
[img]
Preview
Text
S_BING_1302712_Table_of_content.pdf

Download (296kB) | Preview
[img]
Preview
Text
S_BING_1302712_Chapter1.pdf

Download (147kB) | Preview
[img] Text
S_BING_1302712_Chapter2.pdf
Restricted to Staf Perpustakaan

Download (501kB)
[img]
Preview
Text
S_BING_1302712_Chapter3.pdf

Download (205kB) | Preview
[img] Text
S_BING_1302712_Chapter4.pdf
Restricted to Staf Perpustakaan

Download (603kB)
[img]
Preview
Text
S_BING_1302712_Chapter5.pdf

Download (129kB) | Preview
[img]
Preview
Text
S_BING_1302712_Bibliography.pdf

Download (99kB) | Preview
[img] Text
S_BING_1302712_Appendix1.pdf
Restricted to Staf Perpustakaan

Download (367kB)
[img] Text
S_BING_1302712_Appendix2.pdf
Restricted to Staf Perpustakaan

Download (147kB)
Official URL: http://repository.upi.edu

Abstract

Penelitian ini bertujuan untuk meneliti Theme dan pola Thematic progression dalam teks-teks Recount siswa di sebuah sekolah kejuruan negeri di Bandung. Penelitian ini juga bermaksud untuk mengeksplorasi pentingnya Theme management untuk meningkatkan kesadaran guru dalam proses pembelajaran. Untuk memenuhi tujuan tersebut, penelitian ini menggunakan desain penelitian deskriptif-kualitatif. Data diperoleh melalui pengumpulan teks siswa dan wawancara dengan guru. Dalam menganalisis data, penelitian ini menggunakan kerangka yang dikembangkan oleh Halliday (1994) dan Eggins (2004). Hal ini ditemukan bahwa pilihan Theme dan Thematic progression mendukung karakter teks Recount yang ditulis oleh siswa. Topical Theme merupakan kemampuan siswa untuk menyampaikan tentang isi teks yang diceritakan, Interpersonal Theme membantu siswa untuk menyajikan penilaian pribadi mereka, dan Tekstual Theme mengembangkan hubungan logis antara klausa dalam rangka membangun teks yang kohesi dan koherensi. Dalam hal pola Thematic progression, penggunaan pola Reiteration menunjukkan bahwa siswa dapat membangun fokus dengan mengulangi unsur yang sama dengan Theme sebelumnya, penggunaan pola Zig Zag menunjukkan bahwa siswa mampu mengelola informasi yang ditentukan- informasi yang baru untuk membangun hubungan antara klausa, dan penggunaan pola Multiple menunjukkan bahwa siswa mampu mengembangkan teks sesuai dengan rencana sebelumnya. Berkenaan dengan pentingnya Theme management untuk meningkatkan kesadaran guru dalam proses belajar mengajar, ditemukan bahwa Theme management dipahami oleh guru untuk mendapatkan manfaat proses menulis, sebagaimana dibuktikan dalam kualitas teks siswa, seperti yang diakui oleh guru, hal itu lebih baik daripada yang ditulis sebelum proses belajar-mengajar. Selanjutnya, penelitian ini mengeksplorasi beberapa implikasi pedagogis dari Theme management untuk proses penulisan. Disarankan bahwa Theme management diterangkan kepada siswa melalui kegiatan modeling dan konstruksi.;---This study aims to investigate Theme and Thematic progression patterns in students’ Recount texts at a state vocational school in Bandung. This study also intends to explore the importance of Theme management in order to raise the teacher’s awareness in the learning processes. To meet the purpose, this study employs a descriptive-qualitative research design. The data were obtained through collection of students’ texts and an interview with the teacher. In analyzing the data, this study employs the frameworks developed by Halliday (1994) and Eggins (2004). It is found that the Theme choice and Thematic progression support the character of the Recount texts written by the students. The Topical Theme represents the students’ ability to deliver what the text is about, the Interpersonal Theme helps students to present their personal attitude, and the Textual Theme promotes the logical relationship between clauses in order to build text cohesion and coherence. In terms of thematic progression patterns, the use of Theme Reiteration pattern indicates that the students could build the focus by repeating the same element as Themes, the use of Zig Zag pattern shows that the students were able to manage the given-new information in building relations between clauses, and the use of Multiple Theme pattern suggests that the students were able to develop texts according to prior plan. With regard to the importance of Theme management in order to raise the teacher’s awareness in the teaching and learning process, it is found that theme management was understood by the teacher to benefit the process of writing, as evidenced in the quality of students’ texts which, as the teacher claimed, was better than those written prior to the teaching-learning processes. Furthermore, this study explores some pedagogical implications of theme management for writing processes. It is suggested that theme management be exposed to students through modeling and construction activities.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil: T BING AIN g-2016; Pembimbing: I.Iwa Lukmana
Uncontrolled Keywords: Theme, Thematic progression, Teks Recount.
Subjects: P Language and Literature > PE English
Divisions: Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User: Mr mhsinf 2017
Date Deposited: 12 Oct 2017 03:35
Last Modified: 12 Oct 2017 03:35
URI: http://repository.upi.edu/id/eprint/26963

Actions (login required)

View Item View Item