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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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