IDENTIFYING NOMINALIZATION IN ENGLISH REPORT TEXTS OF HIGH SCHOOL STUDENTS

Abstract

This study aims to explore the use of nominalization in report texts written by high school students. The research focuses on identifying the types of nominalization used in students’ writing and analyzing the most dominantly employed forms. A qualitative approach was applied using content analysis as the method. The data were collected from English report texts written by eleventh-grade students at a public senior high school in Bogor. The findings reveal that students employed a variety of nominalization types, with the conversion of verbs into nouns (type 2) emerging as the most dominant. This indicates students’ efforts to construct more compact and formal sentence structures, even though their mastery of academic language features is still in development. The study concludes that explicit instruction on nominalization is essential to support students in enhancing their academic writing skills. The implication is that English teachers are encouraged to incorporate nominalization practice into teaching report text genres.