Report Genre: a Conjunctive Relation perspective and its pedagogical implication on teaching in Junior High Schools in Indonesia
This study investigates the use of Conjunctive Relation (CR)—the logic that connects clauses implicitly and explicitly—in the Report Genre within Indonesian junior high schools. Eighteen texts from three popular textbooks were analyzed, revealing two primary CR patterns: spatial and temporal, used e...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2530899 |
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| Summary: | This study investigates the use of Conjunctive Relation (CR)—the logic that connects clauses implicitly and explicitly—in the Report Genre within Indonesian junior high schools. Eighteen texts from three popular textbooks were analyzed, revealing two primary CR patterns: spatial and temporal, used either individually or in combination. These patterns varied according to stages (major report sections) and phases (specific steps within stages). Key stages identified included General Classification, General Description, Description of Parts and Functions, Uses, Processes, Behaviour, Habitat, and Diets. Spatial CRs appeared frequently in stages like General Classification and Description of Parts and Functions, while temporal CRs dominated in Processes and Behaviour. CR types such as Conjunction, Continuative, and Logical Metaphor conveyed meanings like Addition, Comparison, Time, and Consequence. CRs functioned both externally (linking events or qualities) and internally (structuring logical discourse). The findings highlight the need for CR-focused instruction when teaching the Report Genre. To support student understanding, the complex concept of CR can be simplified as “Conjunction.” This approach enables students to grasp how various CR types, meanings, and roles help build the logical flow across stages and phases, enhancing their ability to construct and interpret report texts effectively. |
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| ISSN: | 2331-186X |