Recount Text in SFL Perspective: Pedagogical Implication based on Student’s Writing Analysis

Laxmi Mustika Cakrawati



Recount can be considered as one of the easiest types of text that can be written by students. This might be the reason why the text is learned in both junior and senior high school level. However, there are still a lot of students who cannot produce the text well. This study was aimed to analyze student’s recount text based on three metafunctions in SFL perspective. It is expected that by identifying students’ problems, teachers can decide and design appropriate pedagogical plan. The result of the study reveals that the student’s major problems in producing recount text are the use of subject and verb tense (interpersonal metafunctions), the generic structure of the text, the use of conjunctions, the grammatical errors, and L1 interference. Therefore, considering the problems found in the student’s recount text, POWER strategy is proposed as one of strategies can be applied by teachers in teaching writing, particularly teaching recount text.

Keywords: recount text, systemic functional linguistics, metafunction, POWER strategy


Full Text:




Butt, D., Fahey, R., Feez, S., Spinks, S., & Yallop, C. (2006). Using Functional Grammar: An Explorer’s Guide (2nd Edition). Sydney: Macquarie University.

Derewianka, B. (1990). Exploring how texts work. Newtown: Primary English Teaching Association.

Derewianka, B. (2003). Trends and Issues in Genre-Based Approach. RELC Journal, 34(2), 133–154.

Derewianka, B. (2015). The Contribution of Genre Theory to Literacy Education in Australia. In J. Turbill, G. Barton, & C. Brock (Eds.), Teaching Writing in Today’s Classroom: Looking back to looking forward. (pp. 69–86). Norwood, Australia: Australian Literary Educators’ Association.

Dirgeyasa, I. W. (2016). Genre-Based Approach : What and How to Teach and to Learn Writing. English Language Teaching, 9(9), 45–51.

Emilia, E. (2005). A Critical Genre-Based Approach to Teaching Academic Writing in a Tertiary EFL Context in Indonesia. The University of Melbourne.

Emilia, E., & Hamied, F. A. (2015). Systemic Functional Linguistic Genre Pedagogy (SFL GP) in A Tertiaty EFL Writing Context in Indonesia. TEFLIN Journal, 26(2), 155–182.

Englert, C. S., Raphael, T. E., Anderson, L. M., Anthony, H. M., Stevens, D. D., Englert, C. S., … Stevens, D. D. (1991). Making Strategies and Self-Talk Visible: Writing Instruction in Regular and Special Education Classrooms. American Educational Research Journal, 28(2), 337–372.

Gerot, L., & Wignell, P. (1995). Making Sense of Functional Grammar: An Introductory Workbook. Australia: Gerd Stabler.

Hyland, K. (2007). Genre Pedagogy : Language , literacy and L2 writing instruction. Journal of Second Language Writing, 16, 148–164.

Knapp, P., & Watkins, M. (2005). Genre, text, Grammar: Technologies for Teaching and Assessing Writing. New South Wales: University of New South Wales Press Ltd.

Lee, I. (2012). Genre-based Teaching and Assessment in Secondary English Classrooms. English Teaching: Practice and Critique, 11(4), 120–136.

Miles, M. B. & Huberman, A. M. (1994). Qualitative Data Analysis (2nd edition). California: SAGE Publications, Inc.

Najmi, K. (2015). The Effect of Genre-Based Approach on Enhancing Writing Skill of Iranian Law Students. Modern Journal of Language Teaching Methods, 5(2), 474–484.

Nurviyani, V. (2013). The English Teachers’ Understanding of Genre Based Approach. JOEPALLT, I, 1–13.

Sari, A. T. A., Rifqoh, A., & Febriana, I. (2017). Using POWER Technique to Teach Writing Comprehension of Recount Text in Senior High School. Retrieved from

Thompson, G. (2014). Introducing Functional Grammar (3rd Edition). New York: Routledge.



  • There are currently no refbacks.

Copyright (c) 2018

License URL:

In the aim of improving the quality of the Journal since 19th October 2016 this journal officially had made cooperation with ELITE Association Indonesia (The association of Teachers of English Linguistics, Literature & Education). See The MoU Manuscript.