ESP Students’ Recount Text from SFL Perspective: Pedagogical Implication Based on Students’ Writing Analysis

DOI

10.2991/assehr.k.200406.004How to use a DOI?

Keywords

POWER strategy, recount text, systemic functional linguistics

Abstract

Many students are committing mistake in writing by showing some errors in written product. The existing approach to teach ESP writing applied by the teachers is still using traditional grammar. Systemic Functional Linguistics offer a new perspective in analysing students’ text which focuses on meaning and function behind the language. The study analysed students’ recount texts which are purposively chosen as it used qualitative case study design. The result of the study showed that students already understand the social function of recount text, most students are not aware of writing re-orientation in the text, the other problem is that students mostly misuses past tense in recount text, the last problem faced by students is in interpersonal meta-function. The students have problem in constructing the Mood of the sentence because they miss the finite or the subject. Since the problem encountered by students need to be solved, a strategy known as POWER was proposed to help students in overcoming the problems.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Canda Putri Anggini
AU  - Eri Kurniawan
PY  - 2020
DA  - 2020/04/09
TI  - ESP Students’ Recount Text from SFL Perspective: Pedagogical Implication Based on Students’ Writing Analysis
BT  - Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)
PB  - Atlantis Press
SP  - 15
EP  - 19
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200406.004
DO  - 10.2991/assehr.k.200406.004
ID  - Anggini2020
ER  -