Students’ Descriptive Text Writing  in Experiential Function Realization

Jacobs, Cecilia; Strydom, Sonja

doi:10.24952/ee.v9i01.4103

Cited by 5 publications

(8 citation statements)

References 16 publications

(10 reference statements)

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“…Wardiman et al (2008) confirms that descriptive text is a text that tells the character of a particular person, thing, or place. This statement is quite related to Winch in Siregar & Dongoran (2020) who states that the essence of this form of text is an object's description, animal, people, or others.…”

Section: A Closer Look At the Efl Students' Grammatical Errors In Wri...mentioning

confidence: 83%

A Closer Look At The EFL Students’ Grammatical Errors In Writing Descriptive Text

Maudia Rizqullah,

Sudiro,

Abdul Karim

2023

Ethical Lingua

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EFL students found some difficulties in writing descriptive texts because they have to observe the language features, and generic structure of such genre carefully to produce a good paragraph. Students made some errors in their writing and experienced difficulties dealing with the grammatical rules. The objectives of the present research are to identify the errors types that students might encounter in writing descriptive text and to describe what errors are dominantly made. Therefore, a descriptive qualitative research design was applied to describe students’ type of errors as proposed by Dulay (1982) and to figure out errors that dominantly occur in students’ writing, the present study used Ellis’s theory (1994), namely error collection, error identification, error description, and error explanation. The respondents were 30 students (5 males and 25 females) in English Language Education Study Program at Universitas Teknologi Yogyakarta. The research data was taken from students’ works and analyzed qualitatively. The findings revealed that students made four types of errors, ranging from the highest to lowest, namely omission, misformation, addition, and misordering. Of 174 errors, 60 errors dominantly occurred in the omission part, and 51 errors were in the misformation part. Meanwhile, 47 errors occurred in the addition part, and 16 errors occurred in the misordering part.

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Section: A Closer Look At the Efl Students' Grammatical Errors In Wri...mentioning

confidence: 83%

A Closer Look At The EFL Students’ Grammatical Errors In Writing Descriptive Text

Maudia Rizqullah,

Sudiro,

Abdul Karim

2023

Ethical Lingua

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“…The processes involve existing and taking place. The sentences that use the term "There was" the most frequently (Siregar, 2021b).…”

Section: Resultsmentioning

confidence: 99%

“…the ideational function, the interpersonal function and the textual function. Each of the three metafunctions is about a different aspect of the world (Siregar, 2021a). According to the aforementioned description, the goal of this research is to identify the predominant indeational metafunction processes at students' SMA N 1 Panai Hilir through students' recounts of their textwriting experiences.…”

Section: Introductionmentioning

confidence: 99%

Analysis Ideational Metafunction In Recount Text At SMAN 1 Panai Hilir Labuhanbatu, Sumatera Utara

Ramadhani

Nainggolan

Sitompul

2023

JIPSI

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This study aims to test the most common ideational metaph function in the composition of the student recount text downstream of SMA Negeri 1. The purpose of this study is to characterize the conditions and dominant processes that arise in the text of the story again. The research design used by the author is a qualitative descriptive technique. Through the preparation of recount text by students, data are analyzed and collected. Ten manuscripts are examined and categorized. Researchers examine recount writing using transitivity analysis as a tool. Data analysis reveals that the material process is the most common type of process in writing recount. It appears 66 times (or 40%) in student writing about account papers. It refers to procedures, actions, physical matters, or both. The results of this study are dominantly present in the recount text is one of the time, which provides information about actions and periods by answering the question "where, when, and how".

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“…It can be a process of creating visual and impressive images and sensory through words. More often, Woodson said description is a part of another piece of writing and is used to inform an audience about how something or someone looked or to persuade an audience to see something from the writer's point of view (Siregar & Dongoran, 2020). Descriptive Text is a type of text in English that clearly describes the characteristics inherent in something, be it humans, animals, plants, or inanimate objects.…”

Section: Introductionmentioning

confidence: 99%

The Rapid Writing Strategy in Writing Classroom during the Covid-19 Pandemic

Hidayah

Hafidz

Kiptiyah

2022

TELL

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HighlightsThe limited time motivates students to write a descriptive text well without a worriedness in English language teaching and learning ABSTRACT: Writing skill is an ability to share an idea in written text based on the genre of the text, the rapid writing strategy is one of appropriate strategy to make a good paragraph especially in descriptive text because most of the participants are from rural area and different writing achievements. The aim of this research is to investigate the procedure of the rapid writing strategy behaves in the teaching-learning of writing skill. Researcher descriptively used the qualitative method that specifically uses a case study design by observing the field via Whats App platform. The instrument of this research is observation checklist and taking notes to get a complete data either from personal or group Whats App. The teacher and students activities inside and outside the class becomes a primary source of data. Results, the rapid writing strategy is a fast writing practice strategy without paying attention to what has been written in advance so that writing is completed quickly and completely the rapid writing strategy helps students explore writing more without worrying about grammatical accuracy, content and vocabulary for students to do tasks in descriptive text. In addition, this strategy makes teachers more motivated, interested and fun in teaching-learning process of writing skill.

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Students’ Descriptive Text Writing in Experiential Function Realization

Cited by 5 publications

References 16 publications

A Closer Look At The EFL Students’ Grammatical Errors In Writing Descriptive Text

A Closer Look At The EFL Students’ Grammatical Errors In Writing Descriptive Text

Analysis Ideational Metafunction In Recount Text At SMAN 1 Panai Hilir Labuhanbatu, Sumatera Utara

The Rapid Writing Strategy in Writing Classroom during the Covid-19 Pandemic

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