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journal of english and education 2016 4 1 73 91 a systemic functional linguistics sfl analysis of exposition texts as teaching materials written by pre service teachers r winda herdisa ...

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                    Journal of English and Education 2016, 4(1), 73-91 
                     
                     
                     
                        A SYSTEMIC FUNCTIONAL LINGUISTICS (SFL) ANALYSIS OF 
                        EXPOSITION TEXTS AS TEACHING MATERIALS WRITTEN BY 
                                                   PRE-SERVICE TEACHERS 
                                                                        
                                                        R. Winda Herdisa Dewi 
                                                        winndaherdisa@gmail.com 
                                  Department of English Education, Indonesia University of Education 
                                                                        
                          Abstract: The research is entitled A Systemic Functional Linguistics (SFL) Analysis of 
                          Exposition  Texts  as  Teaching  Materials  Written  by  Pre-Service  Teachers.  This 
                          UHVHDUFKDLPVDWREVHUYLQJWKHWHDFKHUV¶Subject Matter Knowledge competence by 
                          analyzing the coherence of analytical exposition texts written by three English pre-
                          service teachers in a senior high school in terms of their schematic structure and theme 
                          system. To accomplish this aim, a qualitative research study design involving text 
                          analysis and interviews was conducted. It is found out that the pre-service teachers 
                          were  able  to  make  coherent  text  seen  from  Theme  and  Thematic  Progression. 
                          Meanwhile, the results from interviews showed that they encountered the challenges. 
                          The first challenge was to make the text more relevant and coherent. That is, the main 
                          argument must be supported by the arguments which were written by the pre-service 
                          teachers.  The  second  challenge  was  to  distinguish  between  censorship  and 
                          professional. Based on five categories as proposed by National Council of Teacher of 
                          English (2014), there was one category which could not be fulfilled by one pre-service 
                          teacher. From the analysis of interview, nonetheless the texts written by pre-service 
                          teachers seemed to generally reflect 
                           
                          Keywords:  Subject  Matter  Knowledge,  Systemic  Functional  Linguistics,    Theme, 
                          Theme Progression, Exposition Text 
                     
                    Introduction                                           ³&RQWHQW .QRZOHGJH UHIHUV WR ZKDW
                    Providing    teaching     materials    is   the        teachers  need  to  know  about  what  they 
                    important    thing    for   teachers    before         teach  and  constitutes  knowledge  that 
                    entering  class.  Teachers  have  to  provide          would not be shared with teachers of other 
                    good materials to make the students more               VXEMHFWDUHDV´S,WPHDQVWKDWWHDFKHUV
                    understand about the lesson. In providing              have  to  master  all  of  the  materials, 
                    teaching     materials    which      can    be         including  the  details  of  materials  before 
                    understood by students, teacher must fulfill           they deliver it to the students. 
                    a   particular    competence      in   teacher             Content      knowledge        has     three 
                    competences  which  related  to  ability  in           categories,  and  the  closest  category  to 
                    developing  materials,  named  Content                 represent  a  subject  is  Subject  Matter 
                    Knowledge. According to Richard (2011),                Knowledge. According to Shulman (1986), 
                                                                      73 
                     
                                                                                                       R. Winda Herdisa Dewi 
                             A Systemic Functional Linguistics (Sfl) Analysis of Exposition Texts as Teaching Materials Written by Pre-Service Teachers 
                    
                   subject  matter  knowledge  includes  the              how  they  represent  the  content  and  the 
                   knowledge  of  the  content  of  a  subject            nature of the discipline to the students.  
                   discipline,  that  is,  the  major  facts  and             In Indonesia, According to Law of the 
                   concepts  in  that  discipline  and  their             Republic of Indonesia No. 14 Year 2005 
                   relationships.                                         on Teachers and Lecturers, in Article 10, 
                       This  research  analyzed  the  teaching            paragraph     (1),   teachers     have    four 
                   materials  that  was  selected  and  used  by          competences        encompass        pedagogic 
                   pre-service teacher in the class. Therefore,           competence       (kompetensi      pedagogik), 
                   this  research  focused  on  subject  matter           personality     competence        (kompetensi 
                   knowledge.  This  knowledge  includes  its             kepribadian),        social       competence 
                   substantive     and     syntactic     structure        (kompetensi     sosial)   and    professional 
                   (Schwab, as cited in Tsui, 2009, p.51). The            competence       (kompetensi     profesional) 
                   substantive     structures   of    a   subject         which  can  be  obtained  by  professional 
                   GLVFLSOLQH   UHIHU  WR  µWKH  H[SODQDWRU\         education. The professional competence is 
                   framework or paradigms that are used to                in line with subject matter knowledge.  In 
                   guide  inquiry  in  the  field  and  to  make          connection      with      the    professional 
                   VHQVHRIGDWD´DQGWKHV\QWDFWLFVWUXFWXUHV           competence  number  19  of    2005  on 
                   DUH³WKHFDQRQVRIHYLGHQFHWKDWDUH used              national  education  standards  article  28 
                   by members of the disciplinary community               paragraph  (3)  item  C:  The  professional 
                   to guide inquiry in the field. They are the            competence is the ability mastery learning 
                   means  by  which  the  knowledge  is                   materials  widely  and  deeply  that  enable 
                   introduced     and     accepted    into    that        guiding learners to meet the standards of 
                   FRPPXQLW\´ *URVVPDQ :LOVRQ DQG                 competence  specified  in  the  national 
                   Shulman  as  cited  in  Tsui,  2009,  p.51)            standard of education. 
                   According  to  Shulman  (as  cited  in  Tsui,              Teachers  can  make  the  teaching 
                       WHDFKHUV¶  NQRZOHGJH     RI   WKH       materials by themselves or they can adapt 
                   explanatory  or  interpretative  frameworks            the   teaching    materials    from  various 
                   used  in  a  discipline  and  how  to  conduct         sources.  Especially  when  teaching  a  text, 
                   inquiry in that discipline has an important            teachers  are  given  the  freedom  to  write 
                   influence on their curricular decisions and            their  own  text  or  to  take  it  from  various 
                                                                          sources.  However  in  practical,  lots  of 
                                                                     74 
                    
                   Journal of English and Education 2016, 4(1), 73-91 
                    
                    
                    
                   teachers   prefer   taking    the   teaching            Therefore,  teachers  have  to  first 
                   materials  that  have  been  provided  then         analyze the material that will be given to 
                   DGDSWLQJ LW LQWR VWXGHQW¶V QHHGV ,W LV      students. Moreover, if the material is in the 
                   because of some reasons such as simplicity          form  of  text,  teachers  must  carefully 
                   and limitation of time. Teaching materials          analyze  whether  the  text  is  already 
                   are usually taken from textbooks, journals,         coherent  so  that  students  can  understand 
                   magazines,  newspapers,  etc.  Problems             the content of the text. In this research, the 
                   arise when the teaching materials such as           researcher  analyzed  teaching  materials 
                   texts  were  taken  directly  then  applied  in     which are exposition texts that have been 
                   the  classroom  without  going  through  a          selected  and  adapted  by  pre-service  and 
                   process  of  adaptation.  Thus,  the  teaching      will be used in the classroom. Exposition 
                   materials such as texts in textbook are not         text was chosen because this text belongs 
                   yet known whether they are understood or            to  the  teaching  materials  for  11th  grade 
                   not by the students in the class. As stated         according to curriculum 2013. In line with 
                   by Grabe (2009) that lots of textbooks do           the basic competence number 3.10 that the 
                   not  provide  content  learning  into  reading      students  have  to  analyze  the  social 
                   instruction  in  a  clear  way  (p.340).  In  a     function,  the  structure  of  the  text,  and 
                   similar  vein,  Collins  &  Mangieri  (1992)        linguistic elements of analytical exposition 
                   states that several textbooks do not provide        text  about  the  recent  topic  discussed 
                   novice  learners  with  important  causal           generally, according to the usage context. 
                   relationship  between  ideas  and  do  not          The  next  basic  competence  which  is 
                   make the clear relationships among series           number 4.14, states that  students  have  to 
                   of  events  (p.18).  Additionally,  they  add,      grasp the meaning in analytical exposition 
                   lots of texts do not make the points become         text  about  the  recent  topic  discussed 
                   clear, but put them in ways that make their         generally, according to the usage context. 
                   importance  uninteresting.  It  can  be  a              Then, in analyzing the coherence of the 
                   problem  for  novice  learners  who  find  it       text,  the  researcher  used  a  theme  system 
                   difficult to differentiate the most important       which  belongs  to  Systemic  Functional 
                   information     from      less     important        Linguistics.         Systemic     Functional 
                   information.                                        Linguistics (SFL) is a tool in linguistic that 
                                                                  75 
                    
                                                                                                         R. Winda Herdisa Dewi 
                              A Systemic Functional Linguistics (Sfl) Analysis of Exposition Texts as Teaching Materials Written by Pre-Service Teachers 
                     
                    can be used to analyze text.  In Systemic                   Meanwhile this research focuses on the 
                    Functional     Linguistics,    according     to         ability of the teachers to choose and then 
                    Michael  Halliday,  a  clause  is  built  by            adapt the teaching materials from existing 
                    theme and rheme.                                        sources.  It  is  because,  in  reality,  many 
                        Studies  related  with  text  analysis              teachers  prefer  to  take  the  teaching 
                    written  by  teacher  or  students  of  English         materials that are already available. Thus, 
                    education are varied. Several studies focus             this study is encouraged to fill the gap; A 
                    on the ability of a teacher to write the text,          Systemic  Functional  Linguistics  Analysis 
                    to  measure  their  capability  in  writing  or         of Exposition Text Adapted by Pre-Service 
                    preparing teaching material by themselves.              Teacher,  with  the  specific  focuses;  using 
                    One of research studies was carried out by              Theme  System  of  Systemic  Functional 
                    Jing  (2015).  The  study  provides  an                 Linguistics. 
                    instructional package in theme or thematic                  Reflecting  on  Jing  (2015),  there  is 
                    progression  for  Chinese  EFL  students  by            probably  a  need  for  conducting  more 
                    examining theories in Systemic Functional               studies  to  investigate  the  texts  written  by 
                    Grammar and reviewing relevant literature.              pre-service English teachers. It is expected 
                    The activities in this instructional package            that  pre-service  teachers  be  able  to 
                    DUH GHVLJQHG WR EXLOG VWXGHQWV¶ PHWD-              implement  appropriate  linguistic  features 
                    knowledge  of  coherence  and  theme  or                of discussion texts and apply various types 
                    thematic  progression  in  order  to  give              theme  and  theme  progression  to  produce 
                    students  more  grammatical  resources  to              cohesive and coherent text 
                    improve  the  coherence  of  their  writing,                As  a  result,  this  research  aims  at 
                    help    them  become  aware  of  how                    REVHUYLQJ WKH WHDFKHUV¶ subject  matter 
                    information and ideas should flow in a text             knowledge  competence  by  investigating 
                    so that it could be easily understood by the            the  analytical  exposition  texts  written  by 
                    reader.   In    addition,    students    would          pre-service  English  teachers  in  a  senior 
                    apprehend  which  theme  or  thematic                   high  school  in  terms  of  schematic 
                    progression patterns are valued in English              structures and linguistic features.   
                    writing and have the opportunities to apply              
                    this knowledge to improve their writing.                Methodology 
                                                                      76 
                     
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...Journal of english and education a systemic functional linguistics sfl analysis exposition texts as teaching materials written by pre service teachers r winda herdisa dewi winndaherdisa gmail com department indonesia university abstract the research is entitled this uhvhdufk dlpv dw revhuylqj wkh whdfkhuv subject matter knowledge competence analyzing coherence analytical three in senior high school terms their schematic structure theme system to accomplish aim qualitative study design involving text interviews was conducted it found out that were able make coherent seen from thematic progression meanwhile results showed they encountered challenges first challenge more relevant main argument must be supported arguments which second distinguish between censorship professional based on five categories proposed national council teacher there one category could not fulfilled interview nonetheless seemed generally reflect keywords introduction rqwhqw qrzohgjh uhihuv wr zkdw providing need kn...

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