CHAPTER I

INTRODUCTION

Chapter one discuses research background, focus of study, research

formulation, aims of research, significance of research, previous study, frame of

thought and research method. Research method consists of research setting,

respondent, research systematicity, steps of the research, technique and instrument

of collecting data, documentation, interview and coding. This chapter is

orientation from next chapter especially frame of thought. Introduction is like an

opening of this research consists all things relate to this research before discussing

result.

1.1 Research Background

This study revealed rhetorical strategies in EFL Learners‟ narrative

text. Writing is central to our personal experience and social identities.

Writing is very important to develop the ideas into the text and ways to

communicate in a text (Hyland, 2009: 20). Writing cannot be neglected with a

reader. The way to communicate the text will connect to construct the

meaning. The aspect to develop meaning is a rhetorical strategy. Rhetorical

strategies include in text as discourse and use language to communication and

the writers is also writing the coherent language (Hyland, 2009: 12).

Rhetorical strategies are long neglected in the teaching of writing,

where the message or meaning can be communicated to the reader. According

to Hyland (2009: 14) “Readers construct meanings by comparing the

information they find in a text with what they already know about context to

establish meanings that are relevant”. Hyland as cited in Kramsch (1997)

claim that the construction of meaning from text is a rhetorical and not just a

cognitive process. Rhetorical strategies are very important aspect to develop

meanings in a text, to make the student understand meanings, and way to

communicate in a text.

“Rhetorical is skill to argue, explain the opinions, and deliver the

information to others with effectively using language as speak or write”

1

(Syafi‟i, 1988: 5). In relation with writing is activity to persuade someone, the

writers choose kind of genre to deliver. According to Stanley (1998: 51)

“there are genres of writing: recount, exploration, persuasive, and descriptive”.

The concept of genre is based on the idea that members of a community

usually have little difficulty in recognizing similarities in the texts. They use

frequently and are able to draw on their repeated experiences with such text to

read, understand and perhaps write them relatively easily (Hyland, 2009: 15).

This investigation on rhetorical strategies in EFL learners is not the

first investigation. From the previous studies above, the researcher conclude

that there are four of previous studies which near with the rhetorical strategies

area. They are Zare (2009), Suryani (2013), Anne (2006) and Cahyono (2000).

Meanwhile, have the same area in rhetorical strategies, but the current studies

have differences with the previous studies above. Many of the previous studies

in analysis use the argumentative essay or persuade essay to construct the

meaning use the rhetorical strategies, but the current study use narrative text to

construct the meanings.

Nowadays, there is now issue or phenomenon was found in teaching

writing. When the teacher‟s writing give the task to the students to make a text

such as narrative text, the teacher just check the correct or incorrect in the

generic structure that used. But, the teachers never see or teach meanings that

instructs in any text that make of the student and for many years writing as

essentially an extension of grammar teaching (Hyland, 2009: 9). This

phenomenon also happened in the IAIN Cirebon. Not only for the context of

teacher or lecturer, but also from EFL learners also when they make a

narrative text, they just think the generic structures well. But, actually there

are some sentences that they have not connected each other‟s.

This current study focuses on rhetorical strategies because it is looked

on the phenomenon of issue in teaching writing. Then the researcher takes a

conclusion that, if students cannot be construct meanings in their writing, so

rhetorical strategies is a way to construct meaning and way to communicate

with a text. There are some types of rhetorical strategies which used by EFL

learners in writing. “The writing of EFL students is affected not only by their

first language (L1), but also by the educational context where they learn to

write” (Machon, 2009: 23). EFL learners not only produce their second

language in writing class, but they can produce text in their first language. It is

very important to can know any language represented into rhetorical

strategies. “Recognizing that L1 writing instruction or experience plays an

important role in the development of students‟ writing in an EFL situation, for

the last decade we have conducted a number of studies to examine possible

effects of such experience. These studies have evolved under the influence of

major writing theories in the field of second language (L2) writing, including

contrastive rhetoric, cognitive-process approaches, genre theory and socio-

cognitive theory” (Machon, 2009: 23).

Phenomenon it happens in rhetorical strategies connected with experience,

where experience in teaching writing about rhetorical subject sometimes,

which reflects ideational, interpersonal and textual positions arising from the

writer‟s experience in participating in genres and discourses (Machon, 2009:

25). Teaching writing in this era do not attention the way to represented the

meanings constructs by EFL learners According to Hyland (2009: 10)

“Teachers responses to writing in this perspective tend to focus on error

correction and identifying problems in students‟ control of language rather

than how meanings are being conveyed”. Some of them are more attention to

use the good grammatical and generic structure well. This present study to

reveal how EFL learners choose and how the rhetorical strategies or construct

the meanings in the narrative text. This research choose the narrative text

because in the narrative text can develop the meaning making practice that

construct by EFL learners. But, here in the current study the researcher uses

the narrative text in different title that is write in different writers.

1.2 Focus of Study

This research is focused on rhetorical strategies in narrative text. This

study constructs meaning and how to communicate in a narrative text though

the textual metafunction. According to Hyland (2013: 34) “The second

language students and research setting can vary as widely as those described

for the first language context”. Writing is very closely related to the reading,

as well as the writer and reader, both are continuous. Meaning it was not just

constructing by the author only, but of the reader as well.

There are many problems found in teaching writing in foreign language,

especially when the students make a narrative text. Rhetorical strategies

seldom attention by EFL learners, because when they make a narrative text,

they just attention the generic structure well. According to Harmer (2004: 12)

in teaching writing, the writers have to think three issue, those are purpose,

audience and content structure. The purpose of their writing since this will

influence, not only the types of the text that produce, but also the language

that they use (related in their first and second language). Audience for writing

is reader, reader is very important in writing. Writers have to consider the

content structure of the piece, which is how best to sequence the facts, ideas,

or argument which they have decided to include.

1.3 Research Formulations

Based on the background above and the identification of the problem that

mentioned in accordance with the research of “The Analysis of EFL Learners‟

Rhetorical Strategies in in Narrative Text: Systemic Functional Linguistic

Perspective”, the researcher is going to investigate the problems:

1. What types of rhetorical strategies are commonly found in EFL learners‟

narrative text at English language teaching department of IAIN Syekh

Nurjati Cirebon?

2. How do such features of rhetorical strategies enact to the genre?

1.4 Aims of Research

The aim of this research description is to answer the question above. The

writer would like to identify the problem specifically. The aims are mentioned

below:

1. To identify types of rhetorical strategies are commonly found in EFL

learners‟ narrative text at English language teaching department of IAIN

Syekh Nurjati Cirebon.

2. To identify such features of rhetorical strategies enact to the genre.

1.5 Significance of Research

Every research has to be useful in spreading knowledge. This research

can be viewed from theoretically and practically. Theoretically the result of

this study is help EFL learners to know the meaning which is in narrative text.

Not only know the meanings, but also to comprehension and understand how

ways to communicate in their narrative text. This research is hoped to be able

to develop EFL learners‟ ability in English by knowing the rhetorical

strategies to produce the text.

Besides that, in practically the result of this study is to help EFL

learners‟ to practice well the rhetorical strategies in writing skill. So, in make

a text not only attention the grammatical and generic structure that used, but

also attention the meaning in a text. This research is very crucial to be done,

because is very influence to EFL learners especially for the teaching writing.

1.6 Limitation of the Problems

This research limited the study deal with the title, “Exploring EFL

Learners’ Rhetorical Strategies in Narrative Texts: A Systemic

Functional Linguistic Perspective (A Research at English Language

Teaching Department of IAIN Syekh Nurjati Cirebon)” in some points.

First, the research investigated the narrative texts from three respondents in

ELT of IAIN Syekh Nurjati Cirebon. This research focuses on analyzing text

and the result of interview. This limitation is chosen to enhance only in EFL

Students because educational department cannot be separated from students

skill in learning English.

1.7 Previous Study

Before conducting research, the writer provides some previous studies to

avoid the repetition studies to know the positions of this research. Some

previous studies investigated some focus area, which are rhetorical strategies.

The previous research of the rhetorical strategies was done by Ina (2013),

Anne (2006), Zare (2009), and Cahyono (2000). Their research is the same

area in rhetorical strategies in writing, meanwhile there are different in each

other.

First, Ina (2013) investigated the rhetorical strategies in academic research

writing by non-native writers. This research explores the rhetorical moves

used by the Malaysian writers in the introduction section of Computer Science

research articles for journal publication. CARS model (Swales, 2004) is used

to analyze the rhetorical moves in the introduction section of Computer

Science research articles by the Malaysian writers. The analysis revealed that

majority of the writers adopted most of the rhetorical strategies in Swales

model (2004). The result is CARS model is suitable in identifying the

rhetorical moves in the RA by Malaysian writers. The similarities her research

with the current research is same to identify rhetorical strategies. But, her

research uses corpus to analyze rhetorical strategies.

Second, Anne (2006) investigated a rhetorical analysis approach to

English for academic purposes. She studies have tended to focus on the

conventions particular to specific discourse communities. The analysis

presented here shows that Spanish students transfer rhetorical conventions

from Spanish into English, particularly in the case of the strategy and in the

writing of more advanced students, these strategies. The result is a clear

exposition of strategies that are actually used by professional writers in

Spanish, such a range of possibilities in Spanish would facilitate a comparison

and that many of the errors encountered in EFL student to transfer of

discourse strategies from native language. The similarities her research with

the current research is same to identify rhetorical strategies. But, her research

takes Spanish to English, meanwhile the current research uses Indonesia EFL

learners‟.

Third, Zare (2009) investigated comparison of university level EFL

learners‟ linguistic and rhetorical pattern as reflected in their first language

and second language writing. This study focused on the linguistic and

rhetorical patterns of first language and second language writing samples of

The results of the study showed that: a) there was a moderate positive

correlation (r=0.47 p<0.05) between first and second language writing total

scores, b) texts written in first language were significantly longer than those

written in second language, c) first language writing texts were more complex

than second language writing ones in terms of T-units, d) T-units in texts

written in first language were more than those written in second language, and

e) the number of spelling errors in second language writing samples were

higher than those of first language writing samples. The similarities her

research with the current research is same to identify rhetorical strategies. But,

her research uses two languages, meanwhile the current research uses only

English.

Fourth, Cahyono (2000) investigated rhetorical strategies used in the

English essays of Indonesian University student of EFL. This study also

examined to what extent overall proficiency in English composition was

predictive of the rhetorical strategies used in English persuasive essays. In

general, the fourth-year students were more successful than the first-year

students in using the superstructure of argument, the Toulmin model of

informal reasoning, and the persuasive appeals. This result is there was a

positive significant correlation between the students‟ overall proficiency in

English composition and the rhetorical strategies used in English persuasive

essays. The similarities her research with the current research is same to

identify rhetorical strategies. But, her research uses argumentative essay as the

data, meanwhile the current research uses narrative text as the primary source

of data.

The research was done by the previous research above that is same in

current study about the rhetorical strategies area. But, they have differences,

beside that with this research. However, this view is challenged by recent data

showing that the research uses narrative text as the primary source of data and

use the theory of systemic functional linguistics to analyze rhetorical strategies

with reflected textual metafunctions. But unfortunately, it cannot be separated

from the issue of teaching writing has been extensively studied. However, less

attention has been paid to how the teaching of writing in the text as discourse.

Actually it depends on the student's background. Here the influence of

language background of students is very important, because it will also affect

the way to communicate in the narrative.

1.8 Frame of Thought

There are four key words of in this research namely SFL theory, rhetorical

strategies, English as Foreign Language (EFL) and narrative text.

1.7.1 Systemic Functional Linguistics Theory

Systemic Functional Linguistic theory is a theory that has been

development by pervious linguistic (Halliday, 1976; Halliday, 1985c; Bloor

and Bloor, 1995; Matthiesen & Nesbitt, 1996). SFL has also been influenced

by the Prague School of Linguistics, concerning its notion of a functional

sentence perspective, examining utterance in terms of the information they

contain and the role of each part of the utterance in terms of its semantic

contribution to the utterance as a whole (Halliday, 1994a; Paltridge, 1997).

Systemic functional linguistics explains how the language relate to the

culture. SFL is a social theory of language. According to Emilia (2014: 63)

SFL regards language as making sources through the interaction of people

with other besed on situation and cultural contexts. SFL relate to meanings

that create from language and culture.

The notion of context in SFL, there are two context: context of situation

and context of culture. The feature of SFL theory is its interest in language

function terms. According to Halliday (2002) there are three basics human

needs in natural language, it is called „metafunctions‟, they are:

a. The ideational metafunction, which is to do with representation of

experience;

b. The interpersonal metafunction, to do with negotiating and maintaining

relationship with others;

c. The textual metafunction, to do with organizing language to make

connected and coherent discourse.

Textual Metafunction

This research focuses on the textual metafunction. According to Emilia

(2014: 14) “The textual metafunction is to do with how the language works to

create connected and coherent discourse”. One aspect of the textual

metafunction is the establishment of cohesive realtions from one sentence to

another in a discourse (Hasan, 1968; cited in Halliday, 2002: 175). The

textual function is also to do with how the beginning of the clause (Theme) is

used to guide the reader through the text and how cohesive links are created

at the discourse level.

Theme System

A Theme is theme of the point of departure of the massage (Emilia Cited

from Halliday, 1994a: 37; Haliday & Matthieseen, 2004 :64; Lassen, 2004:

269) or “the starting point for the massage: what caluse is going to be about”

(Halliday, 1985b: 39; Eggins, 1994: 275). It is the element which comes first

in the clause. Meanwhile, Rheme is “the part of clause in which the theme is

developed or everything that is not the Theme is the Rheme” (Eggins, 1994:

275; Lassen, 2004: 269). The rheme is after the theme.

1. Topical Theme

The topical theme is the first element in the clause that expresses

some kind of “representational meaning”. It is realized in Transitivity

structure, as: a Participant, a Circumstance or a Process. Topical theme of

the clause signal what the text is about (the gist of the text). As soon as we

find a topical theme in a clause, the rest is the rheme of the rheme.

Examples of topical theme can be seen below:

Participant

as a Theme

Unmarked

(Subject as a

Theme)

Smoking

It (smoking)

It

is dangerous for our health.

causes many diseases…

is said…

Circumstance

as a Theme

Marked Yesterday I went to the zoo with my

family.

Process as a Marked Come to the class on time!

Theme

Topical

Theme

Rheme

2. Interpersonal Theme

The interpersonal theme is the interpersonal part of the Theme, and

it is often used to indicate the writer‟s or speaker‟s personal judgment of

the meaning or to foreground the writer‟s viewpoint (Humphrey Droga &

Feez, 2012: 134). There are five types of interpersonal theme. Examples of

interpersonal themes can be seen below:

Unfused

Finite as a

Theme

Can

Have

We

You

have lunch now?

read Laskar Pelangi?

Mood

Adjunct

I think

(I Believe)

English is important for our

success in education.

Comment

Adjunct

Obviously family

planning

is useful for the prosperity

of a country.

Vocative

Adjunct

Sinta, You should read Laskar

Pelangi?

Polarity

Adjunct

Yes

No

Interpersonal

Theme

Topical

Theme

Rheme

From the table above, interpersonal themes can be categorized into:

(i) The unfused finite (in interrogative structure), typically realized by an

auxiliary verb, signaling that a response is needed:

Can we have lunch now?

Have you read Laskar Pelangi?

(ii) Some categories of Modal adjunct which realized in the interpersonal

metaphors of modality, such as I think, I believe.

(iii)Comment Adjunct, (typically realized by adverb, providing the

spealer‟s comment or attitude towards the massage such as inevitably,

frankly, obviously).

(iv) Vocative Adjunct

Handi, you should continue your study as soon as possible.

(v) Polarity Adjunct

Polarity adjuct can function in two ways either as subcategory of modal

adjunct, when they stand in for an ellipsed MOOD constituents. Polarity

adjunct include Yes/No. For example: Yes, I will come.

3. Textual Theme

The textual themes are elements “which do not express any

interpersonal or experimental meaning, but which are doing important

cohesive work in relating the clause to its context” (Eggins, 1994:

281). Textual themes serve the purpose of the most clearly indicating

the “linking function” of the textual metafunction. This linking

function, particularly when not just realized by and or but, also serve

to highlight the unfolding or logical structure of the text.

Examples of Textual Theme

Coordination Rina works very hard, but he classmates seem to waste

too much time chatting.

Subordination Many students did not pass the final test or Functional

grammar because they were not prepared for it.

Relative Some lectures do not seem to welcome the newest policy

of the department, which is [[classroom observation]].

Conjunctive Besides, the argument [[which is launched by the US

government of attacking Iraq]] is not making any sense.

Theme in different Mood Classes

- Declarative

Examples of Theme in declaratives can be seen in different examples

above.

- Elliptical Declaratives

Theme analysis of elliptical declarative depends on determining which

constituents have been ellipsed. For example look at the dialogue below

between Sinta, Tino and Rama.

Sinta : some coffee?

Tito : a glass, please.

Rama: yes.

The theme analysis of the dialogue above will be like this:

Some coffee (an ellipsis of „would you like some coffee?)

Would You Like some coffee

Interpersonal Theme Topical Theme Rheme

A glass please

I would like a glass of coffee, please

Topical Theme Rheme

Yes

Yes

Interpersonal Theme

Thematic Progression

Based on Theme choice in a text, Theme progression is

development of the ideas in the text through Theme system. There are

three kinds of Thematic Progression: Zig-zag Pattern, Re-iteration Pattern

and Multiple Pattern.

a. Zig-zag Pattern

Zig-zag pattern is the conten of Theme of the second sentence or

clause derives from the content of the previous Rheme (Emilia, 1004:

241).

Clause 1 Theme Rheme

Clause 2 Theme Rheme

Clause 3 Theme Rheme

b. Re-iteration Pattern

Reiteration pattern is the Theme into relation with a number of

different Rhemes, or the same element occurs regularly as Themes.

Clause 1 Theme Rheme

Clause 2 Theme Rheme

Clause 3 Theme Rheme

Clause 4 Theme Rheme

c. Multiple pattern

Multiple Theme is the Themes of various constituent clauses all derive

from thet general notion. a

Clause 1 Theme Rheme b

c

Clause 2 Theme Rheme

Clause 3 Theme Rheme

Clause 4 Theme Rheme

Cohesive Devices

Patridge (200) cited in Richard at al. (1992) cohesion refers to the

grammatical or lexical relationship with different elements of the text.

Emilia cited in Knapp & Watskin (2005: 47) “cohesion refers to the

devices available to help link information in writing and help the text flow

and hold together”. Emilia (2014: 92) explains “… A text is cohesive if, as

a whole, the sentence and spoken utterances are semantically linked and

consistent. A random set of unconnected sentences or spoken utterances

just thrown together will probably not be cohesive”. There are six pattern

of cohesive devices are:

a. Repetition

Repetition is the easier pattern of cohesive devices, because we can

easily the participants using the same word in a text (Emilia, 2014: 95).

Derewinka (2011: 156) is often used for rhetorical purposes, where a

refrain keeps occurring. In using repetition in a text is an effective

means of creating cohesion.

b. References

References refer to systems which introduce and track to identify

the characters of the text. References relate to the textual meaning

because it explains how the writes introduces the characters of the

story that they made. Eggins (1994: 96) argues that “The commonest

presuming reference items, according to Eggins are:

- The definite article : the

One day the man had to go to the city.

- Demonstrative pronouns: that, these, those.

This is nice… . That is new to me.

- Pronouns: he, she, it, they, etc.

He had to go to the city.

c. Lexical Cohesion

Patridge (2000: 134) argues “Lexical cohesion refers to

relationships among lexical items in a text and, in particular, among

content words”. The main kinds of lexical cohesion are synonym,

antonym, hyponym and meronomy.

- Synonym

Synonym refers to the relationship between words that are similar in

meaning, such as „customers‟ and „patrons‟.

- Antonym

Antonym refers to opposite or contrastive meaning such as „good‟

and „bad‟, „happy‟ and „sad‟.

- Hyponym

Hyponym refers to classes of lexical items where the relationship is

one of „general-specific‟ or „a type of‟, such as „entrée‟ and „main

course‟ in relation to the items „food‟.

entree

Food

Main course

- Meronomy

Meronym refers to the lexical items which are in a whole-part

relation, such as the relationship between „main course‟, „potatoes‟

and „broccoli‟; and „fish‟, „bones‟, and „scales‟.

Potatoes

Main course Broccoli

Fish bones

scales

d. Conjunction

According to Halliday and Hasan (1976) there are four categories of

conjunctions: additive, adversative, causal, and temporal. But

according to Partifge (2000: 136) there are eight categories of

conjunction are:

- Additive : and, or, moreover, in addition, alternatively

- Comparative : whereas, but, on other hand, likewise, equally

- Temporal : whole, when, after, then, meanwhile, finally

- Consequential : so that, because, thus, since, if, therefore

- Internal : that is, for example, in fact, on other hand, in

conclusion

- External : and, because, after, while, when, since, before

- Paratactic : I tidied my desk. It needed it.

- Hypotactic : I tidied up my desk because I couldn’t find the

agenda.

e. Substitution

Substitution occur when a substitute from is used instead of repeating a

word, phrase, or clause which occurs elsewhere in the text (Emilia

(2014) cited in Carter & McCarthy, 2006: 130). Look at examples

below with substitute froms being marked in bold.

A: Can I have an umbrella?

B: Yes of course, there are many inside.

C: Can I have a big one?

D: They are big ones.

f. Ellipsis

Ellipsis is the omission of a word or structural part of a sentence or

clause and the ellipsed element is understood by the reader from the

textual context (Emilia (2014) cited in Knapp & Watskins, 2005: 50).

Ellipsis occurs when an element which can be covered by referring to a

preceding element in the text is omitted, such as in

A: Why didn’t you lend him some money?

B: I didn’t have any (money)

(Halliday, 1994: 318)

1.7.2 Classical Rhetoric

Classical rhetoric is more focus in invention and particularly the

appeals non-evidential, or „artificial‟, proof. There are logos, pathos and

ethos. The most famous of these are Aristotle's three types of appeals —

logos, ethos and pathos. Mastering techniques for using these strategies

can help writers and speakers frame their rhetoric in ways that will be

most persuasive to „their audiences. According to Hyland (2009: 211) the

types of modern rhetorical analysis:

a. Logos is Greek for "logic." A logical appeal often presents and

analyzes objective data, often by means of explaining causes and

effects. For example, if a person is writing an article about global

climate change, he or she might present information about average

worldwide temperatures and shrinking polar ice caps. The writer might

then go on to analyze what has caused climate changes and what

effects climate change is likely to have. There is a term „avoid logical

fallacies‟ to identify the argument that is made by the writer. They are:

- Slippery slope is conclusion based on the premise that if A happen

trough B, C … will happen. Example: if we ban hummers because

they are bad for the environment eventually the government will

ben all cars, so we should not ban hummers.

- Hasty Generalization is a conclusion based on insufficient or

biased evidence. Example: Even though it’s only the first day, I can

tell this is going to be a boring course.

- Post hoc ergo propter hoc is a conclusion that assumes that if “A”

occurred after “B” then “B” must have caused “A”. Example: I

drank bottled water and now I am sick, so the water must have

made me sick.

- Genetic fallacy is a conclusion based on an argument that the

origins of a person, idea, institute that determiner characters.

Example: The Volkswagen Beetle is an evil car because it was

originally designed by Hilter’s army.

- Circular argument is restatement the argument that actually

proving it.

b. Ethos, meaning "ethics." In rhetoric, an ethical appeal is most often

one that establishes the character or credibility of the person making

the argument (George: 23). Another good way to establish credibility

with an audience is simply to present an argument in a way that is

easily understood and free from factual or grammatical mistakes.

Occasionally, ethos can also mean an appeal to the audience's or

reader ethical or moral responsibility to take action on an issue.The

character (ethos) of Agamemnon, which he regards as evil, is to him a

more important factor than the gifts offered or the emotional appeals

that have been made. His own character, even personality, emerges

clearly: he is moody, sensitive, offended, but idealistic and principled

in his way.

c. Pathos is the rhetorical strategy that appeals to the audience's

emotions (George, : 15). One highly effective way of doing this is by

providing specific examples in addition to generalizations. Narration,

pictures and sensory descriptions are specific types of rhetorical

strategies that can provide emotional appeals. In analyzing pathos,

there are two types: figurative language and rhetorical strategies.

1. Figurative Language

Figurative language is word or phrase that does not have its

normally when using everyday, but it has literal meaning

(Griffiths, 2006: 79). There are five kinds of figurative language

are:

- Personification

Personification is a figure of speech in which human

characteristics are given to an animal or an object.

Example: The sky was full of dancing starts.

- Hyperbole

Hyperbole is the word or phrase or clause that draws dramatic

and usually no one would believe the statement is true.

Example: You snore louder than a freight train.

- Simile

Simile is a word has comparison to another words has the

characteristics is the word „as‟ and „like‟.

Examples: He eats like a horse (Griffiths, 2006: 86).

- Irony

Irony is one intended to be taken as conveying the “opposite”

of its literal meaning.

Example: She really means ‘This is terrible’. (Griffiths, 2006:

82)

- Metaphor

Metaphor is rhe metaphor is abundantly evocative in

comparison to a literal alternative.

Example: My mother grimaced. (Griffiths, 2006: 78)

2. Rhetorical Devices

There are 30 kinds of rhetorical devices, those are”

a. Amplification

Amplification is an expansion of detail to clarify a point.

Example: We few, we happy few, we band of brothers.

b. Anacoluthon

Anacoluthon is a sudden break in a sentence‟s grammatical

structure. Example: So, then I pulled up to her house – are you

still with me here?

c. Anadiplosis

Anadiplosis is repetition or words that located in the end of

clause or sentence and the beginning of the next. Example: I

was at a loss of words, words…

d. Anaphora

Anaphora is repetition of word at the head of consecutive

clause or sentence. Example: I came, I saw, I interrupt.

e. Anastrophe

Anastrophe is inversion of word order to mark emphasize.

Example: Enter the forest primeval.

f. Antanaclasis

Antanaclasis is repetition of a word in a sentence in which a

different meaning is applied each time. Example: If you aren’t

fired with enthusiasm, you will be fired with enthusiasm.

g. Antistrophe

Antistrophe is repetition of word or phrase at the close of

successive clauses. Example: You said he was late – true

enough. You said he was not prepared – true enough. You said

he did not defend his statement.

h. Antimetabole

Antimetabole is reversal or repeated words or phrase for effect.

Example: Ask not what your country can do for you, but what

you can do for your country.

i. Antithesis

Antithesis is contrast within parallel phrases. Example: Many

are called, but few are chosen.

j. Apostrophe

Apostrophe is interruption of thought to directly address a

person or a personification. Example: So, I ask you, dear

reader, what would you have me do?

k. Bdelgymia

Bdelgymia is a rant of abusive language. Example: Calling you

an idiot would be an insult to stupid people. Are you always

this stupid, or are you just making a special effort today?

l. Cacophony

Cacophony is deliberate use of harsh letter sounds. Example:

The clash and clang of steel jarred him awake.

m. Catachesis

Catachesis is a hyperbolic metaphor. Example: Each word was

a lightening bolt to his heart.

n. Diacope

Diacope is repetition of one or more words after the interval of

one or more other words. Example: People who like this sort

of things will find this the sort of thing they like.

o. Epistrophe

Epistrophe is repetition of a word at the end of each phrase or

clause. Example: I saw him, she was him, and they saw him.

1.7.3 English as a Foreign Language (EFL)

EFL learners are students who learn English as foreign language, it

commonly learnt in school or any education field. Learners of English as

foreign language have a choice of language variety to a larger extent than

second language learners. According to Broughton et.al (1980: 7) in

foreign language situations of this kind, therefore, the hundreds of

thousands of learners of English to have an instrumental motivation for

learning the foreign language. This research relates EFL learners in L1 and

L2. In other word, first language is Indonesia language and second

language is English. According to Machon (2009: 242) This has been

contributed by EFL writing scholars, who are naturally more sensitive than

SL writing scholars to L1 and L2 cross-rhetorical influences and to how

they position groups of EFL writers.

Types of EFL learners in writing (Broughton et. al, 1980: 116):

1. Fluency

Fluency is the ability to speak, write and read smoothly and

effortlessly. Teachers who put more emphasis on fluency aim to produce

students who are competent in expressing themselves and giving responses

in communication. They focus more on meaning and context rather than

grammatical structure.

2. Accuracy

Accuracy refers to how correct learners‟ use of the language

system is including their use of grammar, pronunciation and vocabulary.

In other words, accuracy is the ability to speak or write without making

any grammatical, vocabulary, punctuations and other errors. Teachers who

believe accuracy is the key help their students to produce written and

spoken English with zero mistake and perfect correctness.

Besides those countries, Indonesia is a country which uses English as

foreign language and makes English as main foreign language in many

fields such as education, communication and technology. The movement

towards English as foreign language began at independence, and English

is now the main foreign language being learned in Indonesia. English is

taught for primary school (from grade 4-5) through high school. The place

of English in the life of many second and foreign language learners today

is much less easy to define than it was some years ago. Broughton, et.al,

(1980: 8) that “the foreigner is learning English to express ideas rather

than emotion: for his emotional expression he has the mother tongue. It is

a useful general rule that intensive words and items are of secondary

importance of a foreign learner, however common they may be”.

1.7.4 Narrative Text

According to Plantinga (1997: 120) that narrative is but one mean

of structuring the projected word of documentary. A narrative text is a

type of spoken or written text that tells a story of one character or more

who face certain problematic situation. According to Knapp (2005: 222)

there are six features of rhetorical strategies in narrating. They are:

a. When sequencing people and events in time and space, narrating

typically uses:

- Action verbs; for example:

One day the man and his son went collecting fire-wood. They saw

a golden tree. They went slowly over to the tree. When they got

closer to the tree they heard a voice coming from the tree.

- Temporal connectives; for example:

We then looked at some games and equipment. After lunch we

walked up to the Sydney Morning Herald and saw how they make

papers. After that we caught the train back to Marrickville.

b. Recounts and stories are typically written in the past tense unless

quoting direct speech; for example:

They were poor because their pig ate them out of house and home and

he didn’t share with the other animals. His name was Bob. „You

should go on a diet‟ said Clarabelle.

c. In action sequences, mainly action verbs (bold) are used, while in

reflections/evaluations, mental verbs (italicized) predominate; for

example:

Bells were ringing, sirens screeching and people were running

everywhere.

Maria didn’t know what to do next. She thought about her mother and

wondered what was in her head.

d. Narratives often use action verbs metaphorically to create effective

images; for example:

It was a terrible argument. Words were flying everywhere.

e. Narratives often use rhythm and repetition to create particular effects;

for example:

Riding. Riding. The boy went riding across the wintery moor, far away

from the strife of his unhappy home.

f. Play with sentence structure is another common feature of narratives.

Often sentences comprising one word or a short phrase are used to

create poignant effects; for example:

Anger, Silence. As the vengeful brother prowls the streets.

Rose slowly opened the old wooden door. Dark. There was nothing

but black.

1.9 Research Method

1.8.1 Research Setting

This research takes place in English Education Department IAIN

Syekh Nurjati Cirebon. According to Machon (2010: 25) the analysis of

rhetorical strategies is more effective in the university, because they must

develop idea and communicative with the text. This is because the

researcher chooses university in this current research. Another reason why

the researcher chooses IAIN for this current research, such as do not need

the expensive cast, the located is not far, and do not need accommodation

or transportation. According to Alwasilah (2012: 101) the object of

research must have too close between the researcher and object of this

study.

This research takes the primary source of data is narrative text with

different title. Here, there are three narrative texts in different titles and

EFL learners‟ will write the narrative text in different title. This research

focuses on narrative text which will make by the student of 8th

semester.

Then, the researcher will take data from the result of interview to support

the primary source. Rhetorical strategies identic with persuade someone

and many of researcher use the argumentative essay.

1.8.2 Respondents

The respondents of this research are student collage of English

Education Department of IAIN Syekh Nurjati Cirebon. The researcher

chooses students of English language teaching department to become the

participants in this research. There are three participants, consist of the

students who have a good, enough and bad in writing. The researcher

chooses the three participants that it looked in their score of writing

course, especially when they wrote the narrative text. According to

Alwasilah (2009: 101) a participant must characteristic of rapport.

Rapport is believed to the respondent‟s word, in order to participants to

explore to researcher with comfortable feel. They are in the eighth

semester. This research takes in the campus, and in the classroom or

outside. The researcher chooses the sample above because in this research

use the narrative text to related the rhetorical strategies, and narrative text

was written by respondents in different titles.

1.8.3 Research Design

This study analyzes the rhetorical strategies in narrative text. The

researcher employs the qualitative method, the method is appropriate to

the current study. According to Lodico (2010: 180) qualitative researchers

develop a broad research question or area of focus based upon their

observations, readings, or experiences in the research setting. This

research uses the text to analysis the data, so the design that appropriate of

this research is content of analysis qualitative method. According to

Fraenkel (2009: 472) content analysis is a technique that permits

researchers to study human behavior in an indirect way, through an

analysis of their communications. It is extremely respected in analyzing

observation and interview data. The researcher choose the analysis content

because this research use the narrative text, it become data of this research.

However, this research uses interview, but the primary source in the

narrative text construct by EFL learners. Ary, Cheser & Sorensen (2010:

457) briefly state that study that focuses on the characteristic of materials

in content analysis. Through content analysis, the researcher will analyze

the rhetorical strategies in the narrative text.

1.10 Research Systematicity

1.9.1 Step of Research

The researcher adopted the theory of Cresswell (2012: 57) in doing step

of the research, those are:

1. Identifying a phenomenon

This research is begun from identifying problem of teacher writing

about construct the meaning by EFL learners. Problem of EFL

learners, where they make a narrative text they do not understand

meaning of their writing. Then, they do not connect between

sentences once and other sentence. Firstly, the researcher will ask to

EFL learners‟ in English Education Department about experience

about construct meanings.

2. Reviewing the literature

The researcher reviews literature to identify what previous research

has revealed about the impact of the past experience on later behavior.

By know of reviewing the literature, the researcher will understand

how far this research was researched by previous research, and

actually in the same area. Reviewing the literature also can help the

researcher to get the gap from this research. The researcher reviewed

some journals, articles and books to describe the previous studies and

comparison with current study.

3. Specifying a purpose and research question

Then, after reviewing the literature, the researcher make research

question. It will be analyze in the research. There are three research

question in this research and related to the phenomenon of rhetorical

strategies of teaching writing. The phenomenon shows in question on

how EFL learners construct meaning in their narrative text and the

researcher will identify EFL learners in constructing meaning when

they wrote narrative text.

4. Collecting and analyzing data

The primary data is from text, and interview. The researcher will ask

to participant to write the narrative text in different titles. Then,

interview the participant personally to know the rhetorical strategies

which used by their narrative text. The researcher will organize the

data according to general topic in rhetorical strategies based on

student‟s experience.

5. Reporting and evaluating research

After all of data collected, the researcher will report and evaluate

research. In order to check things that less in this research and check

if there is mistake.

1.9.2 Technique and Instrument of Collecting Data

The researcher uses two types of instruments of collecting data,

these are interview and documentation. Furthermore, the instrument of

the research in this qualitative research is the researcher herself. The

researcher is a key in qualitative research who analyzes the

investigation data by using her own words and connecting with the

relate theory. The natural setting is the direct source of data, and the

researcher is the key instrument in qualitative research (Fraenkel, 2011:

426).

1.9.2.1 Documentation

In the qualitative research there is a term of documentation.

Alwasilah cited from Guba & Lincoln (1981: 333) that “an original or

official paper relied on as the basis, proof, or support of something and

something that records”. Primary source in this research is narrative

text, so in collecting data must be used documentation. The types of

data in this research are written account and stories (Mason, 2002: 105).

Document that will be collected based on focus of the research itself.

According to Alwasilah (2012: 112) that the document must be

analyzed because document is the natural source, not only from context

but also explain how the context itself. In this research, the researcher

will collect six of narrative text and after that will be documentation the

narrative text (the narrative text will appear after the researcher takes

the data from the respondents).

1.9.2.2 Interview

This study uses instrument of one of collecting data is interview.

Interviewing is an important way for a researcher to check the accuracy

of to verify or refute the impressions the researcher gained through

observation. This research in collecting data is personal interview. The

characteristic of personal interview is the researcher interview

respondents personally, because personal interview is very suitable to

develop writing into rhetorical strategies, and the interview is face to

face. According to Ary et, al. (2010: 380) this is most suitable in asking

the respondents opinion because it can dig personal. In a personal

interview, the interviewer reads the questions to the respondent in a

face-to-face setting and records the answers. All interviewees are asked

the same basic questions in the same order.

This interview will be used to collect the data from EFL learners‟

who write the narrative text in different titles. The researcher will

follow Lodico et al. suggestion (2006: 121) to be a good interviewer.

According to Alwasilah (2012: 110) Interview gives the time and

believed from the researcher. Interview can use to collect information

that possible was got with observation. This research analysis the

rhetorical strategies in narrative text, it is to identify creative process of

written of narrative text. Writer will be interviewed deeply by

researcher. The researcher will provide 10 questions in the interview

related to the theory and aims of the research.

1.9.3 Data Analysis

The researcher adopted in the steps data analysis that was explained by

Lodico (2010: 180). The researcher will employ four steps of data

analysis:

a. Organizing the data

The researcher will prepare and organize the data from interview and

documentation. Data of the interview need transcript in appendix and

documentation is a text. There are four narrative texts to relate with

rhetorical strategies. Those narrative texts are primary source of this

research. If interviews were tapped recorded, preparation involves

transferring the information from the recorded interviews into a written

form.

b. Collecting Data

After the collected data, the researcher begins to explore by reading

and looking through the various types of data collected. The researcher

read and review all data, in order to understand scope of data and

easier to analysis data.

c. Coding Data into Categories

Then, the researcher makes code data into categories in text, interview

and Code also easier to write and explain in analysis of data. When

coding is done by hand, the researcher writes the code in the margin of

the data source (which was duplicated before coding began) and then

organizes the data into piles with the same codes, cutting up data

sheets as needed (see the Appendix 3).

d. Interpret Data

The last step is interpreting data. The data that have collected and

explored has to be interpreted. The interpret data is through analysis of

rhetorical strategies of narrative text and identify the meanings and

ways to communicate in a text that use in EFL learners. In analysis for

data, the researcher use the instruments of this research is the interview

and then after the researcher have the four narrative texts in different

titles, the researcher will analyze the rhetorical strategies in EFL

learners‟ narrative text.

i. Interview

This research use the personal interview, after done interview

and got data from four participants, the researcher will be

transcription the result of interview involves data analysis as well

as preparation. The data of interview is to strength the data of

narrative text that relate with the primary source (narrative text),

with the way is description of the interview result. The researcher

analyzes the result of interview with narrative text. What the result

of interview is suitable with text that they are written. After

analyze, then the researcher will conclude from the result of

interview. According to Lodico (2010: 181) by analyzing the data

at the same time that one is preparing and organizing it, the

researcher‟s biases are more likely to influence the study‟s

findings.

1.10 Research Timeline

This research needs eight months to be investigated since writing research

proposal until thesis revision. Here is brief timelines:

No Activity Nov

emb

er

Dece

mbe

r

Jan

uar

y

Febru

ary

Mar

ch

Apri

l

May June

1. Writing

Research

Proposal and

consultation

2. Proposal

Seminar and

Research

Instrument

3. Conducting

research

sample,

validity, and

readability of

data

4. Collecting of

data

5. Data analysis

6. Finishing

thesis writing

7. Thesis

examination

8. Thesis

revision

1.10 Coding

Researcher : Rs

Respondent : R

First Respondent : R1

Narrative Text from the First Respondent : NTR1

Second respondent : R2

Narrative Text from the Second Respondent : NTR2

Third Respondent : R3

Narrative Text from the Third Respondent : NTR3

Clause : C

First Clause : C1

Second Clause : C2

Third Clause : C3

Paragraph : P

First Paragraph : P1

Second Paragraph : P2

Third Paragraph : P3

Interview : Intrvw