TRANSITIVITY ANALYSIS  OF STUDENTS’ RECOUNT TEXTS

This study aimed at identifying the process types that characterize the students’ recount texts, identifying the process types which are dominantly used, and identifying the circumstantial elements that characterize the students’ recount texts. This study applied a descriptive qualitative method with a case study research. The recount texts written by class XI Usaha Perjalanan Wisata (UPW) 2 at SMK Wira Harapan were used as the sources of data collection of the study. There were 26 students taken as the subjects of the study. The data of the study which are in the form of sentences and clauses were analyzed based on transitivity system, and the problems experienced by the students in writing the recount texts were discussed through focus group interview in order to determine whether the students made mistakes or errors in their texts. The study discovers that, first, the process types that characterize the students’ recount texts are material process, intensive attributive process, mental process, circumstantial attributive process, verbal process, possessive attributive process, intensive identifying process, existential process, circumstantial identifying process, and behavioral process, which respectively appears 566 times (60.66%), 149 times (15.97%), 100 times (10.72%), 35 times (3.75%), 29 times (3.11%), 21 times (2.25%), 17 times (1.82%), 9 times (0.96%), 4 times (0.43%), and 3 times (0.32%). Second, the process type which is dominantly used in the students’ recount texts is material process with the frequency of occurrence of 565 times (60.82%). The material process was used dominantly since the topics written by the students were related to past activities. Third, the circumstantial elements characterizing the students’ recount texts are location, cause, manner, extent, accompaniment, matter, and role. The results of the focus group interview and the text analysis show that the students made many mistakes and errors in their recount texts, such as the uses of past tense, article, spellings, modal auxiliary, capital letter, plurality, and preposition in a clause. The two aspects leading the deviations are interlingual and intralingual errors.

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AN ANALYSIS OF STUDENT’S RECOUNT TEXT IN SYSTEMIC FUNCTIONAL LINGUISTIC PERSPECTIVES

RETORIKA Jurnal Ilmu Bahasa ◽

10.22225/jr.4.1.466.53-59 ◽

2018 ◽

Vol 4 (1) ◽

pp. 53-59

Author(s):

Ni Kadek Heny Sayukti ◽

Eri Kurniawan

Keyword(s):

Junior High School ◽

Case Study Research ◽

Past Tense ◽

English Learning ◽

Systemic Functional Linguistic ◽

Personal Experiences ◽

Eighth Grade Students ◽

Material Process ◽

Academic Year

As a demand of English learning, eighth grade students need to be able to write a recount text about their personal experiences. For this reason, this study employs a qualitative case study research design to analyse students’ writing of recount text. The data were obtained by collecting students’ writing in two different classes of eight grade junior high school in Bandung, Indonesia during the even semester of academic year 2016/2017. The self-composed recount texts were selected based on different proficiency levels as suggested by the English teacher of the school. For the framework of the text analysis, this study draws on Systemic Functional Linguistic theory, and recount text. Meanwhile, content analysis was employed to explore the analysis of the writing. The results presented that majority of problems on the students’ writings consist of social function and language feature. In terms of language features, there were still several errors in spelling, punctuation and capitalization. In term of Interpersonal metafunction, errors usually occurred in the Finite as there was an overlap of past tense and present tense. As a result, it was found that most of the clauses were written in material process and it still lack of reference in the theme-rheme structure.

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Stress and burnout in anesthesia residency: an exploratory case study of peer support groups

Qualitative Research in Medicine & Healthcare ◽

10.4081/qrmh.2018.7417 ◽

2018 ◽

Vol 2 (2) ◽

Cited By ~ 3

Author(s):

Jessica Spence ◽

David Smith ◽

Anne Wong

Keyword(s):

Focus Group ◽

Training Program ◽

Peer Support ◽

Support Groups ◽

Online Survey ◽

Focus Group Interview ◽

Maslach Burnout Inventory ◽

Group Interview ◽

Survey Responses

Stress and burnout are alarmingly prevalent in anesthesiologists, with the highest risk occurring during anesthesia residency training. To better understand this phenomenon, we conducted a mixed methods case study of our anesthesia training program to explore the residents’ accounts of stress and burnout and the potential value of peer support groups. Eight out of thirty eight residents participated in nine monthly peer support group (PSG) meetings followed by a focus group interview about stress and burnout in training and the value of PSG. We compared the participants’ mean pre-and post-PSG Maslach Burnout Inventory® (MBI) and Perceived Stress Scale® (PSS) and analysed the focus group interview for recurring themes. We captured the perspectives of twenty seven out of thirty residents who did not participate in support groups (non-participants) through an online survey on stress and burnout. We found evidence of a high prevalence of stress and burnout from the MBI and PSS scores and survey responses. Analysis of the focus group interview showed that the specific stressors of anesthesia training included: an individually-based model of training that predisposes to isolation from peers, an over-reliance on the quality of the faculty-resident relationship and the critical, high stakes nature of the profession. Residents strongly endorsed the value of PSG in decreasing isolation, enhancing validation, and support through the sharing of experiences. Lack of dedicated time and integration into the training program were major barriers to PSG participation. These barriers need to be overcome in order to fully realize its role in mitigating stress and burnout.

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Out-of-Class Learning of Spanish During COVID-19: A Case Study in Trinidad and Tobago

Studies in Self-Access Learning Journal ◽

10.37237/110308 ◽

2020 ◽

pp. 199-219

Author(s):

Diego Mideros

Keyword(s):

Focus Group ◽

Trinidad And Tobago ◽

Focus Group Interview ◽

Qualitative Case Study ◽

Study Habits ◽

Group Interview ◽

Small Scale ◽

Learner Engagement ◽

Face To Face

This paper describes the experiences of 15 students who reported on their study habits and studying of Spanish outside of the classroom during the beginning of the COVID-19 pandemic, when suddenly face-to-face classes had to be delivered remotely. The paper features the voices of eight teachers on how they promoted out-of-class learning. The inquiry took the form of a small-scale qualitative case study with beginner learners of Spanish and Spanish teachers at a language centre. The aim was to explore how students studied Spanish independently after their synchronous live classes by making use of some additional resources recommended by their teachers. Therefore, this paper attempts to look at how students made use of such resources and if they benefited from them. Data for this study were retrieved from an open-ended survey administered to three groups of Spanish students and a focus group interview with eight Spanish teachers. The emerging findings of the study suggest that although students engaged with additional materials, much work is needed in this context to raise more awareness and promote more learner engagement and exploration outside of the classroom.

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Support for the decision-making process in designing and implementing a new product on the market. Case study using focus group interview

Procedia Computer Science ◽

10.1016/j.procs.2021.08.147 ◽

2021 ◽

Vol 192 ◽

pp. 1431-1440

Author(s):

Jordan Klimek ◽

Julia Anna Klimek

Keyword(s):

Decision Making ◽

Focus Group ◽

Focus Group Interview ◽

New Product ◽

Group Interview ◽

Decision Making Process

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Examining the Intersections of Music Making and Teaching for Four String Teachers

Journal of Research in Music Education ◽

10.1177/0022429414530433 ◽

2014 ◽

Vol 62 (2) ◽

pp. 128-147 ◽

Cited By ~ 3

Author(s):

Kristen Pellegrino

Keyword(s):

Focus Group ◽

Content Knowledge ◽

Focus Group Interview ◽

Group Interview ◽

Classroom Observations ◽

Music Making ◽

String Teachers ◽

Phenomenological Case Study ◽

Model Technique

The purpose of this phenomenological case study was to examine the intersections of music making and teaching for four string teachers. Data included background surveys, three interviews per participant, videotaped classroom observations (jointly viewed during the second interview), and a focus group interview that included music making. Findings revealed that the meanings participants attributed to their past music-making experiences mirrored their beliefs about why their students make music and informed their content knowledge. Music making outside the classroom had personal and professional benefits; participants described music making as something that provided renewed excitement and inspiration, increased compassion toward students as musical learners, was a catalyst for solving pedagogical problems, and maintained their ability to model for their students. Participants’ music making inside the classroom helped them to be more present in their teaching. They also used music making to inspire their students and themselves, to bring students’ attention to the teacher and the music, to gain credibility, to model technique and musicality, and to create a culture based on the love of making music.

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