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All Journal Script Journal: Journal of Linguistic and English Teaching
Riyadi Santosa
a:1:{s:5:"en_US";s:25:"Universitas Sebelas Maret";}
Languange, Linguistic, Communication & Media

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Patterns of Conjunctive Relation (CR) in Phases and Stages of Narratives in Year Three Junior High School English Books and Their Pedagogical Implication Riyadi Santosa; Agus Dwi Priyanto; Tri Wiratno; Yanuar Yanuar; Djatmika Djatmika
Script Journal: Journal of Linguistics and English Teaching Vol. 7 No. 01 (2022): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (494.711 KB) | DOI: 10.24903/sj.v7i01.1037

Abstract

Background: This study is intended to find out the patterns of CR used in developing phases and stages of narrative and their implication in the genre-based model of language teaching of narratives. The study uses 15 different narratives from two nationally recognized Junior High School English books published by Intan Pariwara and Tiga Serangkai as data sources. Methodology: The narratives are analysed based on their functional engagements of phases and rhetorical functions of stages. Then, the patterns of CR in each phase and stage of the narratives are identified in terms of their types, meanings and roles to develop the phases and stages of narratives. Findings: The findings indicate that the logic of space of external addition and internal similar comparison are used in describing Character, Setting, and Activity in Orientation. Meanwhile, the combination of logic of space and time of external different comparison, external successive time and cause consequence are mainly used to develop phases of Introducing Problem, Developing Problems to Climax in Complication, Evaluation, and phases of Effort 1 to N, Problem Solved in Resolution. Coda, finally, applies internal similar comparison and external successive time to make comments and extract the value of the story. Conclusion: The intricate patterns of CR used in different phases and stages of narrative should be taught delicately in guided and scaffolded instructions through four stages of genre-based model of teaching, namely, BKOF, Modelling, JCT and ICT. Originality: This area of research is under widespread scrutiny and investigation especially conjunctive relationship in each step and phase, as well as the instructional implications of narrative texts.
Evaluating Activities in English Textbooks: Genre-Based Approach in Indonesian Contexts Riyadi Santosa; Tri Wiratno; Agus Dwi Priyanto; Djatmika Djatmika
Script Journal: Journal of Linguistics and English Teaching Vol. 7 No. 2 (2022): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v7i2.1087

Abstract

The objective of this research is to evaluate whether the activities of two nationally-recognized English textbooks satisfy the GBA (Genre-Based Approach) and the three aspects of national curriculum, involving knowledge, skills, and attitudes. The data of the research rely on the learning-teaching activities in the two English textbooks used in Class VII, VIII, and IX of Junior High Schools in Indonesia. The sources of data are taken purposively to find five different genres involving description, recount, procedure, narrative, and report. The bases of the evaluation of the book activities are derived from GBA teaching and learning processes which include the completeness, appropriate sequence, and the ampleness of the activities in satisfying the integrations of the three aspects of the national curriculum, GBA activities and language levels activities as realized in general activities. The findings indicate that the activities in the two books can be classified into two patterns. Pattern 1, in general, satisfies the completeness of the GBA and three language levels activities. However, they lack of the appropriate sequences and ampleness of the GBA and language levels and therefore, they miss the integration of the three aspects of curriculum. Pattern 2 do not satisfy all of the three bases of evaluation including completeness, appropriate sequence and ampleness of GBA and language levels activities. Therefore, the activities of the two textbooks need to be redesigned according to the integration of the three aspects of the national curriculum and the completeness, appropriate sequence, and ampleness of the GBA and language levels activities.
Co-Authors Agus Dwi Priyanto Djatmika Djatmika Hery Widijanto Tri Wiratno Yanuar Yanuar