Indonesian JELT: Indonesian Journal of English Language Teaching, 2018
This study aims to describe the implementation of systemic functional linguistics (SFL) of the te... more This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity....
Appraisal is a system of interpersonal meanings that has been widely used as an approach in teach... more Appraisal is a system of interpersonal meanings that has been widely used as an approach in teaching English skills especially writing (Martin and Rose, 2003: 22). This research investigates the Appraisal in how a lecturer positions his attitude in evaluating his students' writing tasks. The lecturer evaluated the students' assignments by commenting on their writings. The data were analyzed by employing appraisal subsystem of attitude consisting of affect, judgment, and appreciation proposed by Hood (2010). The result shows that the lecturer produced three subsystems of attitude namely judgment, appreciation, and affect in appraising his students' works. In evaluating his students' writings, the lecturer demonstrated his positive and negative judgments as a form of critics and suggestions. Meanwhile, appreciation was used when the lecturer evaluated the coherence of the students' tasks. In terms of affect, the lecturer did not use it much since he avoided being subjective when evaluating the students' writings. INTRODUCTION As one of the skills to master in English as a foreign language (EFL), writing sometimes becomes an obstacle for students to express their idea. Furthermore, many students consider academic writing as the most difficult task to do since the style of an academic writing is different from that of a popular writing. The difficulties in academic writing will lead to the result of the text that is not coherent, thus making it difficult to understand. Therefore, besides delivering materials on how to write properly, lecturers need to evaluate the students' writing results. The lecturer's evaluation will be useful for the students to improve their writings. This research analyzes the evaluation of writings produced by students of English Department of Universitas Dian Nuswantoro, Semarang. This research discusses the appraisal system of the lecturer's review in the students' texts. Furthermore, the research looks at how the lecturer positions his attitude in evaluating his students' writing tasks. The lecturer evaluated the writing assignments by giving comments on their writings. The writings the students produced were in the form of an observation report or essay about any linguistic phenomenon in the students' surroundings. In this research, the authors focus the analysis on the appraisal subsystems of attitude which consists of affect, judgment, and appreciation. Systemic functional linguistics, henceforth SFL, has been widely used as an approach to analyze spoken and written texts in many contexts including classroom discourse. SFL
Proceeding 1st National Seminar on English Linguistics and Literature, 2019
This study explores Appraisal system of Sakdiyah Ma'ruf utterances in stand-up comedy and to find... more This study explores Appraisal system of Sakdiyah Ma'ruf utterances in stand-up comedy and to find out what Appraisal system is frequently used by Sakdiyah Ma'ruf in her stand-up comedy. The researchers used Sakdiyah Ma'ruf stand-up comedy video which was downloaded on May 30, 2017 from TEDx Talks You tube channel entitled-The Bravest Coward | Sakdiyah Ma'ruf | TEDxUbud‖ lasted approximately 15 minutes 21 seconds as the data of this study. The researchers chose the data purposively and used descriptive qualitative method to achieve the objectives of the study under Systemic Functional Linguistics (SFL) tradition. To analyze the data, SFL-based analytical tool namely Appraisal system proposed by Martin & White (2005) was employed. The findings of this study reveal that there are thirty five systems of Attitude which consist of six systems of Affect, thirteen systems of Judgment and sixteen systems of Appreciation. In terms of Graduation, there are thirty seven of graduation which consist of thirty two systems of Force and five systems of Focus. Meanwhile, there are sixty five systems of Engagement which consist of thirty nine systems of Mono-gloss and twenty six systems of Hetero-gloss. Those findings mean that most of the utterances of Sakdiyah Ma'ruf in her stand-up comedy are factual events and she tries to give different perspectives for the hearers about the topic of her stand-up comedy.
Indonesian Journal of English Language Teaching (IJELT), 2018
Systemic functional linguistics along with genre has been applied in Indonesia since the implemen... more Systemic functional linguistics along with genre has been applied in Indonesia since the implementation of the 2006 English curriculum. This paper explores how systemic functional linguistics (SFL) of the textual grammar of message, hereafter Textual Meaning, helps the students enhance their critical response to text they created. To put ideas into a written form is something that students feel so difficult. Moreover, they have to give a response to text they read or write critically. As Halliday suggested that textual meaning gives students’ ideas how to develop their texts not only of its content but also its coherence. According to Hammond et.al (1992) SFL has a number of tenets that make it particularly useful as a basis for developing literacy programs. This theory has been used by many linguists to analyze variety of texts through the use of context of situation and one of them is textual meaning/grammar. The idea of textual grammar including thematic progression and cohesion not only assists the students but also potential readers and writers to build their critical skill and to evaluate their own works. The data of this study were gained from twenty students’ hortatory texts where students were given a certain topic to write. In analyzing the data, the researcher applied a framework of textual meaning proposed by Butt (2000). Meanwhile, the findings of this study show that most students could edit their own writings or others using thematic progression and cohesive devices. In addition, they can make a clear information flow which is created a coherent text by employing both of them. Moreover, by applying them, the students also can share and develop their critical response to the topic given through its theme and thematic displayed in the text critically.
—This research examines the implementation of Genre Based Approach in teaching narrative listenin... more —This research examines the implementation of Genre Based Approach in teaching narrative listening as an approach to motivate the students to learn listening. The design of this research used a case study involving a lecturer and 32 of the third semester students who took Advanced Listening at English Department Faculty of Humanities, Universitas Dian Nuswantoro Semarang. Meanwhile, the data were gained from the students' narrative writings and listening answer sheets as the result of the teaching and learning process and took 5 data purposively as the samples of this research. The findings depict that lecturer was successfully applied GBA in the process of teaching and learning narrative listening. Furthermore, it also shows that the implementation of GBA enhances students' ability in listening comprehension and it can be indicated through students' listening answer sheets and writings. They can follow the schematic structure and linguistic features very well and apply them in their writings.
This research paper unfolds how visual text book in the listening classroom enhance students list... more This research paper unfolds how visual text book in the listening classroom enhance students listening skill. This research tries to analyze the use of visual text book in teaching listening as pedagogical tools from the multimodal discourse analysis (MDA) point of view. There were 26 students as the participants of this research and these students were in the second semester when they joined intermediate listening subject. In teaching intermediate listening, the lecturer used ―Impact Listening‖ text book written by Michael Rost and other additional materials such as the use of multimedia: video of situational conversation. Meanwhile, the method used to analyze this research was implementing classroom action research and systemic functional-multimodal discourse analysis (SF-MDA) approach proposed by (O'Halloran, 2008) to analyze the text book and multimedia used. The result of this study shows that the use of visual text book helps the students answer the questions presented in the text book easily. They can predict the answer through the pictures which are displayed in the text book. Moreover, by adding multimedia, in term of situational conversation video in the listening classroom makes students to be more enthusiastic and learn intermediate listening more enjoyable. In so doing, it increases the students ability in listening.
This research investigated how listening skill helps students to write a descriptive text well or... more This research investigated how listening skill helps students to write a descriptive text well organized. Basically, listening and speaking always go together. However, the researcher tried to look for the best way for the students to write better and more fascinating. The participants of this research were obtained from the third semester students who took intermediate listening class by employing listening cycles proposed by Field (2009) to describe the steps of listening process and to motivate the students to learn to write a descriptive text by applying genre based approach. For the sake of the data collection, the researcher took five out of fifty eight students' writings purposively. The findings of the analysis reveal that most students produced their writings systematically and well organized in term of the schematic structure and linguistic features of description text. Moreover, they also drew a picture of a city map along with its direction to describe their writings in order to make their writings understandable.
This paper depicts the use of Narrative Learning Multimedia (henceforth NLM) in teaching narrativ... more This paper depicts the use of Narrative Learning Multimedia (henceforth NLM) in teaching narrative writing to enhance the students’ skill especially in narrative writing through multimedia. The importance of multimedia and its value of interaction in education are commonly accepted. In addition, it will provide an opportunity for interacting with diverse texts that give students a solid background in the tasks and content of mainstream college courses. The subject of the research was the second semester of English department students who took intermediate listening. However, the research design is descriptive qualitative and in applying the NLM, the researcher employed teaching learning cycle adapted from Callaghan and Rothery (1988). In order to get the students’ understanding, they were asked to listen and watch the materials displayed in NLM in form of movie, pictures and texts. Hence, the students do not only learn listening but also writing as its product of the listening process. As a result, the students become increasingly familiar with how to write a narrative by considering the schematic structures and linguistic features through NLM.
This research aims at investigating a model of teaching recount writing at a university level thr... more This research aims at investigating a model of teaching recount writing at a university level through Reading to Learn program with one teacher and twenty five students as the participants at Genre-based Writing class. In conducting this research, the researchers employed a classroom action research by doing observation and documentation during a semester. The result reveals that Reading to Learn program has a significant positive impact on students' recount writing, showing gains in the control of schematic structure as well as linguistic features of recount writing. Furthermore, Reading to Learn program does not only provide students with insights into cultural expectations of writing but also increase the students. ability in reading and understanding English text. In addition, it encourages the students to participate actively in the class.
The Systemic Functional Linguistics (SFL) approach, specifically the textual metafunction, has be... more The Systemic Functional Linguistics (SFL) approach, specifically the textual metafunction, has been tried to be applied in teaching writing to English as a Foreign Language. SFL is chosen as an alternative application in language teaching since linguistics is the study of language that seeks how language works. Traditionally textual metafunction has often been neglected in language teaching, where sentences have been created, manipulated, and assessed in isolation. In EFL writing classroom, we find that learners often write paragraphs that consist of sentences which do not seem to connect together into cohesive devices. Thinking of this, I started to seek an alternative approach to help the students improve their writings, that is how to develop ideas so that the texts the students produce will run “smoothly” and “hang together” logically. It means that the sentences in their writings are well organized and developed coherently. Besides, the ideas will not jump from one idea to other ideas. This paper attempts to depict how to apply textual metafunction in EFL writing and how thematic patterns, which involves the relationship between clauses based on the information contained in themes and rhemes, can achieve cohesion in EFL learners’ text. It is assumed that the thematic patterns specify its usefulness as a discourse tool for adding students in writing their paragraph into cohesive text. The result shows that thematic patterns is one way of achieving cohesion in text since it involves connecting sentences together in a way which moves the text from the Given to the New. In short, the thematic pattern of texts is needed to analyze their own text to check for thematic flow in order to get a good cohesive text.
The title of this research is coherence analysis of the students’ writings: a case study of the ... more The title of this research is coherence analysis of the students’ writings: a case study of the fourth semester students of English Department, Faculty of Language and Letter Dian Nuswantoro University. This analysis is conducted to know the coherence of students’ writings that are made by the fourth semester students in writings class. The study of this research is descriptive qualitative, which includes a simple quantitative study. The subject of this research is the students’ writings by twenty students in Faculty of Language and letters Dian Nuswantoro University, in Academic years 2003/2004.The result of the data reveals that all the texts which have been analyzed are coherent and the content was relevant to the topic “unforgettable experience”. There were only four texts showing that the content was not relevant to the topic sentence. Most of the students employed the thematic progression of theme reiteration or constant theme pattern in their writing
Indonesian JELT: Indonesian Journal of English Language Teaching, 2018
This study aims to describe the implementation of systemic functional linguistics (SFL) of the te... more This study aims to describe the implementation of systemic functional linguistics (SFL) of the textual grammar of message (or textual meaning) to enhance students’ critical response to the text they created. For EFL learners, transferring their ideas into writing is already a difficult task and that to give a response to the text they read or write critically is even more challenging. This study intends to approach the teaching of writing by adopting Halliday’s idea of textual meaning and Systemic Functional Linguistics (SFL). The students were introduced to samples of hortatory texts and trained to analyze the thematic patterns and grammatical cohesive devices. It is hoped that by training them to understand textual grammar (including thematic progression and cohesion), students (as readers and writers) are able to build their critical thinking skill and evaluate their own works. After the training, students were assigned to produce a hortatory text and to do self-editing activity....
Appraisal is a system of interpersonal meanings that has been widely used as an approach in teach... more Appraisal is a system of interpersonal meanings that has been widely used as an approach in teaching English skills especially writing (Martin and Rose, 2003: 22). This research investigates the Appraisal in how a lecturer positions his attitude in evaluating his students' writing tasks. The lecturer evaluated the students' assignments by commenting on their writings. The data were analyzed by employing appraisal subsystem of attitude consisting of affect, judgment, and appreciation proposed by Hood (2010). The result shows that the lecturer produced three subsystems of attitude namely judgment, appreciation, and affect in appraising his students' works. In evaluating his students' writings, the lecturer demonstrated his positive and negative judgments as a form of critics and suggestions. Meanwhile, appreciation was used when the lecturer evaluated the coherence of the students' tasks. In terms of affect, the lecturer did not use it much since he avoided being subjective when evaluating the students' writings. INTRODUCTION As one of the skills to master in English as a foreign language (EFL), writing sometimes becomes an obstacle for students to express their idea. Furthermore, many students consider academic writing as the most difficult task to do since the style of an academic writing is different from that of a popular writing. The difficulties in academic writing will lead to the result of the text that is not coherent, thus making it difficult to understand. Therefore, besides delivering materials on how to write properly, lecturers need to evaluate the students' writing results. The lecturer's evaluation will be useful for the students to improve their writings. This research analyzes the evaluation of writings produced by students of English Department of Universitas Dian Nuswantoro, Semarang. This research discusses the appraisal system of the lecturer's review in the students' texts. Furthermore, the research looks at how the lecturer positions his attitude in evaluating his students' writing tasks. The lecturer evaluated the writing assignments by giving comments on their writings. The writings the students produced were in the form of an observation report or essay about any linguistic phenomenon in the students' surroundings. In this research, the authors focus the analysis on the appraisal subsystems of attitude which consists of affect, judgment, and appreciation. Systemic functional linguistics, henceforth SFL, has been widely used as an approach to analyze spoken and written texts in many contexts including classroom discourse. SFL
Proceeding 1st National Seminar on English Linguistics and Literature, 2019
This study explores Appraisal system of Sakdiyah Ma'ruf utterances in stand-up comedy and to find... more This study explores Appraisal system of Sakdiyah Ma'ruf utterances in stand-up comedy and to find out what Appraisal system is frequently used by Sakdiyah Ma'ruf in her stand-up comedy. The researchers used Sakdiyah Ma'ruf stand-up comedy video which was downloaded on May 30, 2017 from TEDx Talks You tube channel entitled-The Bravest Coward | Sakdiyah Ma'ruf | TEDxUbud‖ lasted approximately 15 minutes 21 seconds as the data of this study. The researchers chose the data purposively and used descriptive qualitative method to achieve the objectives of the study under Systemic Functional Linguistics (SFL) tradition. To analyze the data, SFL-based analytical tool namely Appraisal system proposed by Martin & White (2005) was employed. The findings of this study reveal that there are thirty five systems of Attitude which consist of six systems of Affect, thirteen systems of Judgment and sixteen systems of Appreciation. In terms of Graduation, there are thirty seven of graduation which consist of thirty two systems of Force and five systems of Focus. Meanwhile, there are sixty five systems of Engagement which consist of thirty nine systems of Mono-gloss and twenty six systems of Hetero-gloss. Those findings mean that most of the utterances of Sakdiyah Ma'ruf in her stand-up comedy are factual events and she tries to give different perspectives for the hearers about the topic of her stand-up comedy.
Indonesian Journal of English Language Teaching (IJELT), 2018
Systemic functional linguistics along with genre has been applied in Indonesia since the implemen... more Systemic functional linguistics along with genre has been applied in Indonesia since the implementation of the 2006 English curriculum. This paper explores how systemic functional linguistics (SFL) of the textual grammar of message, hereafter Textual Meaning, helps the students enhance their critical response to text they created. To put ideas into a written form is something that students feel so difficult. Moreover, they have to give a response to text they read or write critically. As Halliday suggested that textual meaning gives students’ ideas how to develop their texts not only of its content but also its coherence. According to Hammond et.al (1992) SFL has a number of tenets that make it particularly useful as a basis for developing literacy programs. This theory has been used by many linguists to analyze variety of texts through the use of context of situation and one of them is textual meaning/grammar. The idea of textual grammar including thematic progression and cohesion not only assists the students but also potential readers and writers to build their critical skill and to evaluate their own works. The data of this study were gained from twenty students’ hortatory texts where students were given a certain topic to write. In analyzing the data, the researcher applied a framework of textual meaning proposed by Butt (2000). Meanwhile, the findings of this study show that most students could edit their own writings or others using thematic progression and cohesive devices. In addition, they can make a clear information flow which is created a coherent text by employing both of them. Moreover, by applying them, the students also can share and develop their critical response to the topic given through its theme and thematic displayed in the text critically.
—This research examines the implementation of Genre Based Approach in teaching narrative listenin... more —This research examines the implementation of Genre Based Approach in teaching narrative listening as an approach to motivate the students to learn listening. The design of this research used a case study involving a lecturer and 32 of the third semester students who took Advanced Listening at English Department Faculty of Humanities, Universitas Dian Nuswantoro Semarang. Meanwhile, the data were gained from the students' narrative writings and listening answer sheets as the result of the teaching and learning process and took 5 data purposively as the samples of this research. The findings depict that lecturer was successfully applied GBA in the process of teaching and learning narrative listening. Furthermore, it also shows that the implementation of GBA enhances students' ability in listening comprehension and it can be indicated through students' listening answer sheets and writings. They can follow the schematic structure and linguistic features very well and apply them in their writings.
This research paper unfolds how visual text book in the listening classroom enhance students list... more This research paper unfolds how visual text book in the listening classroom enhance students listening skill. This research tries to analyze the use of visual text book in teaching listening as pedagogical tools from the multimodal discourse analysis (MDA) point of view. There were 26 students as the participants of this research and these students were in the second semester when they joined intermediate listening subject. In teaching intermediate listening, the lecturer used ―Impact Listening‖ text book written by Michael Rost and other additional materials such as the use of multimedia: video of situational conversation. Meanwhile, the method used to analyze this research was implementing classroom action research and systemic functional-multimodal discourse analysis (SF-MDA) approach proposed by (O'Halloran, 2008) to analyze the text book and multimedia used. The result of this study shows that the use of visual text book helps the students answer the questions presented in the text book easily. They can predict the answer through the pictures which are displayed in the text book. Moreover, by adding multimedia, in term of situational conversation video in the listening classroom makes students to be more enthusiastic and learn intermediate listening more enjoyable. In so doing, it increases the students ability in listening.
This research investigated how listening skill helps students to write a descriptive text well or... more This research investigated how listening skill helps students to write a descriptive text well organized. Basically, listening and speaking always go together. However, the researcher tried to look for the best way for the students to write better and more fascinating. The participants of this research were obtained from the third semester students who took intermediate listening class by employing listening cycles proposed by Field (2009) to describe the steps of listening process and to motivate the students to learn to write a descriptive text by applying genre based approach. For the sake of the data collection, the researcher took five out of fifty eight students' writings purposively. The findings of the analysis reveal that most students produced their writings systematically and well organized in term of the schematic structure and linguistic features of description text. Moreover, they also drew a picture of a city map along with its direction to describe their writings in order to make their writings understandable.
This paper depicts the use of Narrative Learning Multimedia (henceforth NLM) in teaching narrativ... more This paper depicts the use of Narrative Learning Multimedia (henceforth NLM) in teaching narrative writing to enhance the students’ skill especially in narrative writing through multimedia. The importance of multimedia and its value of interaction in education are commonly accepted. In addition, it will provide an opportunity for interacting with diverse texts that give students a solid background in the tasks and content of mainstream college courses. The subject of the research was the second semester of English department students who took intermediate listening. However, the research design is descriptive qualitative and in applying the NLM, the researcher employed teaching learning cycle adapted from Callaghan and Rothery (1988). In order to get the students’ understanding, they were asked to listen and watch the materials displayed in NLM in form of movie, pictures and texts. Hence, the students do not only learn listening but also writing as its product of the listening process. As a result, the students become increasingly familiar with how to write a narrative by considering the schematic structures and linguistic features through NLM.
This research aims at investigating a model of teaching recount writing at a university level thr... more This research aims at investigating a model of teaching recount writing at a university level through Reading to Learn program with one teacher and twenty five students as the participants at Genre-based Writing class. In conducting this research, the researchers employed a classroom action research by doing observation and documentation during a semester. The result reveals that Reading to Learn program has a significant positive impact on students' recount writing, showing gains in the control of schematic structure as well as linguistic features of recount writing. Furthermore, Reading to Learn program does not only provide students with insights into cultural expectations of writing but also increase the students. ability in reading and understanding English text. In addition, it encourages the students to participate actively in the class.
The Systemic Functional Linguistics (SFL) approach, specifically the textual metafunction, has be... more The Systemic Functional Linguistics (SFL) approach, specifically the textual metafunction, has been tried to be applied in teaching writing to English as a Foreign Language. SFL is chosen as an alternative application in language teaching since linguistics is the study of language that seeks how language works. Traditionally textual metafunction has often been neglected in language teaching, where sentences have been created, manipulated, and assessed in isolation. In EFL writing classroom, we find that learners often write paragraphs that consist of sentences which do not seem to connect together into cohesive devices. Thinking of this, I started to seek an alternative approach to help the students improve their writings, that is how to develop ideas so that the texts the students produce will run “smoothly” and “hang together” logically. It means that the sentences in their writings are well organized and developed coherently. Besides, the ideas will not jump from one idea to other ideas. This paper attempts to depict how to apply textual metafunction in EFL writing and how thematic patterns, which involves the relationship between clauses based on the information contained in themes and rhemes, can achieve cohesion in EFL learners’ text. It is assumed that the thematic patterns specify its usefulness as a discourse tool for adding students in writing their paragraph into cohesive text. The result shows that thematic patterns is one way of achieving cohesion in text since it involves connecting sentences together in a way which moves the text from the Given to the New. In short, the thematic pattern of texts is needed to analyze their own text to check for thematic flow in order to get a good cohesive text.
The title of this research is coherence analysis of the students’ writings: a case study of the ... more The title of this research is coherence analysis of the students’ writings: a case study of the fourth semester students of English Department, Faculty of Language and Letter Dian Nuswantoro University. This analysis is conducted to know the coherence of students’ writings that are made by the fourth semester students in writings class. The study of this research is descriptive qualitative, which includes a simple quantitative study. The subject of this research is the students’ writings by twenty students in Faculty of Language and letters Dian Nuswantoro University, in Academic years 2003/2004.The result of the data reveals that all the texts which have been analyzed are coherent and the content was relevant to the topic “unforgettable experience”. There were only four texts showing that the content was not relevant to the topic sentence. Most of the students employed the thematic progression of theme reiteration or constant theme pattern in their writing
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