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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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