Senior High Teacher’s knowledge of Text Types

Lydia Rahmawati A (072084061)

CHAPTER I
INTRODUCTION

1.1 Background of the Study

Indonesian Department of national Education has clearly stated that the
aim of school graduates is to achieve the competence required to obtain
communication skills. Since English became a language used as means of
international language for communication, the competence required for this level
needs to be clearly defined. Thus, some prominent had recommended kinds of
competences. Meanwhile, the competence that is used in Indonesia is Celce-
Murcia’s competence
In 1995 Celce-Murcia et al. proposed a communicative competence that is
pedagogically motivated. One of their competences is discourse competence.
Discourse (Celce-Murcia in Agustien, 2004)is realized language through texts
created in context of communication. It means that when people are
communicating each other they are creating texts, so they are creating discourse.
When English is taught as a language subject that must be taught in school,
the students are expected to create English texts acceptable and in grammatical
correct as clearly stated in BSNP’s curriculum. In that curriculum, English subject
is divided into two cycles and four stages. According to Hammond et al. (in
Agustien, 2004) the two cycles are spoken cycle and written cycle. Spoken cycle
is a cycle that contains listening and speaking, while written cycle includes
reading and writing. Spoken cycle is characterized by grammatical intricacy. It
contains many clauses with all kinds of gambit and its relations. In other hand,
written cycle is characterized by lexical density. It often uses passive
constructions. Thus, this cycle dominates in learning process. Each cycle is
divided into four stages: BKOF, MOT, JC, and IC. Those stages are the pole of
learning process. Teacher should prepare the material and teach the students the

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 knowledge of certain material before they use the material to communicate with
their friends and do some tasks.
The English standard competence, in addition, focuses in literacy principle
as the main pole in teaching English in all level of education. This principle on
literacy includes performative, functional, informational, and epistemic level.
Epistemic level is the literacy principle that is used for Senior High School. The
Senior High School graduates are expected to be able to access the accumulated
knowledge because they are expected to communicate for academic purposes too.
Since the ability to use English well is crucial, various means are
conducted in order to have good performance in English. One of the ways to
perform English well is to master the reading. Moreover, the main key to master
English is teacher’s knowledge of the materials, here are text types. Without
teacher’s knowledge one cannot teach his/her students well nor help the students
to overcome their problems. Based on that problem, the researcher inspired
planning to conduct research in exploring Senior High School Teacher’s
knowledge of English text types. In this occasion, the researcher is going to
explore the teachers’ knowledge of English text types before they teach English to
their students.

1.2 Research Questions

Based on the background of the study, the research questions can be formulate as
follows:
1. How is the ability of Senior High Teachers to identify kinds of English
Text types?
2. How is the ability of Senior High Teachers to differentiate kinds of
English Text types?
1.3 Objectives
This study is intended to find out:
1. The ability of Senior High Teachers to identify kinds of English Text types
2. The ability of Senior High Teachers to differentiate kinds of English Text
types

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1.4 Significance of the Study
This study is expected to give meaningful contribution for senior high
school teachers. It is important to know and measure their knowledge of text types
in order to motivate them to increase their competencies on mastering the teaching
materials. Besides, it is also expected to give meaningful contribution for school.
It is required to motivate their teachers to increase their knowledge before they do
learning process.
1.5 Scope and Limitation
This study focused on the Senior High School teachers’ knowledge of text
types, since it most cases it is considered important because teachers should
master the text’s knowledge before they teach them to their students. It is also
focused on 4 English Senior High School teachers. Two of them are from
prominent school, in the researcher’s opinion is SMU Negeri 1 Sidoarjo and two
other are from private senior high school.
1.6 Definition of Key Term
• Senior High School teachers : someone
who teach English in senior high school
• Knowledge : understanding of or information
about a subject which a person gets by
experience or study, and which is either in a
person's mind or known by people generally
• Text Types : various text that is used in
learning English in Senior High School

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 CHAPTER II
REVIEW OF RELATED LITERATURE

2.1 Text Types

2.1.1 Recount
2.1.2 Narrative
2.1.3 Procedure
2.1.4 Descriptive
2.1.5 News Item
2.1.6 Report
2.1.7 Analytical Exposition
2.1.8 Spoof
2.1.9 Hortatory Exposition
2.1.10 Explanation
2.1.11 Discussion
2.1.12 Review
2.1.13 Anecdote

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 CHAPTER III
METHODOLOGY AND RESEARCH DESIGN

3.1 Research Design

The research design that will the researcher use is qualitative descriptive.
Qualitative research is type of scientific research (Mack et al. in Budiantoro,
2010). They stated that the strength of qualitative research is its ability to provide
complex experience a given research issue.
The researcher will conduct several times interviewed with 4 English
Senior high school teachers in different places and times related to their situations.
She will interview the teachers and recorded their answer and then analyze the
answer related to the researcher’s study.

3.2 Subject of the Study

The subjects of this study are four teachers of senior high school. Two of
them are from prominent school, in the researcher’s opinion are SMU Negeri 1
Sidoarjo and two other are from private senior high school.

3.3 Setting of the Study

The researcher will conduct the research in several places and several
times depend on teachers’ condition.

3.4 Data and Source of Data

3.4.1 Data of the Study
Referred to the research questions, the data for both research questions
will be the teachers’ words related to their knowledge of English text types,
and its analysis based on the descriptive composition.
3.4.2 Sources of Data
Dealing with the data mentioned above, the sources of data for both
research questions would be the teachers. To answer the research questions,
the researcher will gain the information from the teachers’ answering semi-
structured interview about their knowledge of text types.

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3.5 Data Collection Technique
In this research, the data will be collected in several meetings during the
interview. In each interview, teachers will be given different topics as interview’s
material. The interview will be conducted in different places for different teachers.
The data itself will be collected through teachers’ interviewed and their recorded.
3.6. Data Analysis
Dealing with the research design that will be descriptive qualitative. All of
the data that will be gained by the researcher from interview and data taking will be
analyzed descriptively. The writer observed the data by classifying to finding based
on the research problems which will be about teachers’ ability to identify kings of text
types and teachers’ ability to differentiate text types. Here, in answering the first
question, the observer described data from teachers’ interview about their ability to
identify text types. Next, the same technique will be used to answering the second
research questions. At last, the researcher will expand all of the data and interpret it
into sentences and words.

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 REFERENCES

Agustien, R. Helena. 2004. The 2004 English Curriculum in A Nutshell. Malang:

Universitas Negeri Malang
Budiantoro, Eko. 2010. Using Guiding Questions to Stimulate the Students’ Ideas in
Writing Descriptive Text for the Tenth Grade of Senior High School.
Surabaya: Unpublished S-1 Thesis
Depdiknas. 2003. Kurikulum 2004. Standard Kompetensi Mata Pelajaran Bahasa
Inggris Sekolsh Menngah Atas dan Madrasah Aliyah. Jakarta: Pusat
Kurikulum, Balitbang Depdiknas
Rini, Th. Kumala. 2008. Modul Suplemen Pengembangan Silabus dan Rencana
Pelaksanaan Pembelajaran. Surabaya: Universitas Negeri Surabaya
Susanto. 2002. Developing A research Proposal: A Practical Guidelines. Surabaya:
Universitas Negeri Surabaya

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 Table of Content

CAPTER I INTRODUCTION
1.1 Background of the Study …………………………….……………… 1
1.2 Research Questions ………………………………..………………… 2
1.3 Objectives …………………………………………….……………… 2
1.4 Significance of the Study …………………………….……………….
3
1.5 Scope and Limitation ………………………………………………… 3
1.6 Definition off Key Terms …………………………….……………… 3
CHAPTER II REVIEW OF RELATED LITERATURE ……………….…………… 4
CHAPTER III METHODOLOGY AND RESEARCH DESIGN ……….………….. 5
3.1 Research Design …………………………………………...………… 5
3.2 Subject of the Study ……………………………………….………… 5
3.3 Setting of the Study ……………………………………….………..... 5
3.4 Data and Sources of Data …………………………………………… 5
3.5 Data Collection Technique ………………………………...………… 6
3.6 Data Analysis ……………………………………………...………… 6
REFERENCES ……………………………………………………………………… 7
Table of Content …………………………………………………………………….. 8