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All Journal BRIGHT VISION Analysis Pedagogik
Stefani Angelica Sinambela
Universitas Negeri Medan
Religion Education Other

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A Transitivity Analysis of Students’ Writing Recount Text Based on Systemic Functional Linguistics at SMP Negeri 27 Medan Nayla Firzanah; Mira Mailani; Stefani Angelica Sinambela; Jelita Purnamasari Gulo
Analysis Vol 4 No 1 (2026)
Publisher : CV Edu Tech Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65311/j.analysis.v4i1.1981

Abstract

This study analyzed the types of transitivity processes and the realization of transitivity processes found in students’ recount text writing at SMP Negeri 27 Medan. The study was conducted because many students still experienced difficulties in expressing ideas and organizing experiences effectively in recount texts. This research aimed to identify the types of transitivity processes used by students and to describe how the processes were realized through process, participant, and circumstance elements in clauses. This study applied a descriptive qualitative method. The data of this research were clauses taken from five recount texts written by seventh-grade students of SMP Negeri 27 Medan. The data were analyzed based on the transitivity system in Systemic Functional Linguistics proposed by M. A. K. Halliday and Christian M.I.M. Matthiessen. The findings showed that six types of transitivity processes were found in the students’ recount texts, namely material process, mental process, relational process, verbal process, behavioral process, and existential process. Material process became the dominant process because students mostly described physical activities and past experiences through action verbs. In addition, the realization of transitivity processes was represented through process, participant, and circumstance elements. The findings indicate that students were able to represent experiences and meanings through language in recount text writing, although most of the texts still used simple sentence patterns and limited vocabulary. This study is expected to contribute to English language teaching, especially in improving students’ writing ability through the application of Systemic Functional Linguistics.
EFL Students’ Attitudes Toward Online Learning in Speaking Classes: A Case Study of Semester VI Students at The Faculty of Languanges and Arts Murni Murni; Jelita Purnama Sari; Mira Mailani; Stefani Angelica Sinambela
BRIGHT VISION Vol 6, No 2 (2026)
Publisher : Faculty of Tarbiyah nad Teacher Training

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Abstract

This study investigates EFL students’ attitudes toward online learning in speaking classes among Semester sixth students at the Faculty of Languages and Arts.The research focuses on students’ cognitive beliefs, affective feelings,and behavioral responses toward the implementation of online learning platforms in speaking activities.The study also explores the factors influencing students’ attitudes and examines how these attitudes relate to their speaking participation and confidence.This research employed a qualitative case study design.The participants were sixth-semester students from the English and Literature Department at the Faculty of Languages and Arts.The data were collected through questionnaires and interviews,The collected data were analyzed descriptively by identifying students’perceptions,emotional experiences, and participation in online speaking classes.The findings revealed that most students showed positive attitudes toward online learning in speaking classes.Students believed that online learning provided flexibility,easier access to learning materials,and a more comfortable environment for practicing speaking skills.Many students also reported feeling less nervous and more confident when speaking through online platforms because they did not face direct classroom pressure.However,several challenges were still found, such as unstable internet connections, limited interaction,technical problems,and difficulties in maintaining active participation during online learning.Despite these obstacles,online learning was considered helpful in supporting students’ speaking confidence and engagement in speaking activities.The study concludes that students’ attitudes play an important role in determining the effectiveness of online learning in speaking classes.Positive attitudes can encourage greater participation and improve students’ confidence in speaking English.
Students' Difficulties in Constructing Argumentative Texts: A Genre-Based Analysis at SMPN 27 Medan Stefani Angelica Sinambela; Mira Mailani; Murni Murni; Nayla Firzanah
Pedagogik: Jurnal Pendidikan dan Riset Vol. 4 No. 2 (2026): In Progress
Publisher : CV Edu Tech Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65311/pedagogik.v4i2.1980

Abstract

Writing argumentative texts is one of the essential skills that students need to develop in English language learning. However, many students still experience difficulties in constructing argumentative texts effectively. This study aimed to identify the difficulties encountered by eighth-grade students of SMP Negeri 27 Medan in constructing argumentative texts and to analyze the generic structures and language features used in their writing. This study employed a descriptive qualitative research design. The participants consisted of 24 eighth-grade students of SMP Negeri 27 Medan. The data were collected through writing tasks and documentation. The students were asked to write argumentative texts based on several assigned topics. The collected data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), including data condensation, data display, and conclusion drawing. The analysis was conducted based on Genre-Based Analysis proposed by Gerot and Wignell (1994), focusing on generic structures and language features of argumentative texts. The findings revealed that argument development was the most significant difficulty experienced by students, with 75% producing underdeveloped arguments. Grammatical errors were found in 71% of the texts, while 67% of the students demonstrated limited vocabulary usage and 58% showed inappropriate use of logical connectors. Despite these difficulties, all students were able to construct thesis statements and conclusions appropriately. The study concludes that students possess a basic understanding of argumentative text structure but still require greater support in developing arguments, improving grammatical accuracy, enriching vocabulary, and applying cohesive devices effectively. These findings highlight the importance of genre-based instruction in improving students’ argumentative writing competence.
Co-Authors Jelita Purnama Sari Jelita Purnamasari Gulo Mira Mailani Murni Murni Nayla Firzanah