The existence of Subject and Finite in imperative shows markedness of the person and polarity respectively, otherwise an unmarked imperative may
consist of only a Predicator or Predicator and other elements of the Residue Halliday, 1994; Lock, 1996. For example, ‘Sit’ is an unmarked form of an
imperative for which a Subject can be added to show markedness for person as in “You sit,” or a Finite addition to show markedness for polarity as in “Do sit,” or
“Don’t sit.” It can also have both Subject and Finite such as in “Don’t you sit,” which shows emphasis on person in negative polarity. Additionally, imperative
mood type may include a mood-tag such as in “Finish your assignment, will you?” In the case of an offer, the imperative regards the first person system ‘me’ as the
Subject and comes with the addition of ‘let’. For example “Let me drive you home,” or with a marked polarity, “Do let me drive you home.” Imperative also
regards the person system of both you and me and realizes it with let’s such as in “Let’s dance,” or with a marked polarity, “Let’s not dance,” ‘Let’s’ here is
analyzed as Subject Halliday and Matthiessen, 2004.
5 Absence of Mood Construction: Minor Clause Minor clause or clausette, is the type of clause in which the mood
structure of Mood and Residue are never present, but is able to realize minor speech functions such as exclamations, calls, greetings, and alarms Matthiessen
et al., 2010. Examples of minor clause are “Wow”, “Ouch”, “Terrific” exclamations, “John”, “You there”, “Sir” calls, “Hi”, “Good morning”,
“Cheers” greetings, “Watch out”, “Help”, “Careful” alarms. Their brevity are not the result of ellipsis, it is only that they “have never selected a Subject or
Finite” to begin with Eggins, 2004. The structural function of minor clauses realizing exclamations and greetings can be analyzed as nominal groups, while the
ones realizing calls are typically Vocatives Halliday, 1994. Alarms are rather different in that they are “intermediate between major and minor clauses”
Halliday and Matthiessen, 2004. Minor clauses realizing alarms can contain Residue only such as “Look out”, “Help”, “be careful” or appear in the form
of nominal groups such as “Fire” which can function either as Subject or Complement but Halliday 1994 preferably called them the function Absolute.
E. When English Rings a Bell for SMPMTs Kelas VIII
When English Rings a Bell for SMPMTs Kelas VIII is the government- endorsed English textbook for Junior High School grade 8 which is among the
initial official releases to adopt the Curriculum 2013. The contributors of the textbook are Siti Wachidah and Asep Gunawan and the editors are Emi Emilia
and Raden Safrina. It is officially released by Pusat Kurikulum dan Perbukuan of the Balitbang of Ministry of Education and Culture as one effort to qualify the
implementation of the new curriculum. The textbook uses the text-based approach which bases its learning
activities on three text types including interpersonal, transactional, and functional texts. These texts are presented both in written and spoken script model texts.
The language which is brought out in this textbook is mainly of the daily conversational English, considering that English is officially learned by
Indonesian learners in this level of 8
th
grade of Junior High School. This can be
seen in the many dialogs used in the textbook which are accompanied by pictures of the speaker and the balloon dialogs.
As the new Curriculum 2013 introduced the observation-based learning framework, this textbook reflects the framework through the distinct organization
of activities which is divided into four main sections: observing and questioning, collecting information, associating, and communicating. Observing and
questioning presents examples and exposures to the new language to be learned by the learners. Collecting information consists of guided activities for learners to
deconstruct texts and internalize new knowledge and skills. Associating section is designed to make the learners actively referring back to the learned materials in
the observing and questioning section, and practice the new knowledge and skills in semi-guided activities. Finally, the communicating section expects learners’
productive skills to present the new knowledge and to have a self-assessment through the compulsory learning journal in the end of the section.
This textbook also introduces six new characters of six different ethnic groups originated in Indonesia who play the role of learners in the model texts.
They are Edo from Papua, Siti from Java, Udin from West Java, Dayu from Bali, Lina from Manado, and Beni from Sumatra. They regularly appear in
conversational situations where the model texts are presented. Additionally, they also occasionally appear to give guidance in the beginning of activities in the
textbook. There are also two other characters who act as teachers who mainly give instruction in the activities presented in the textbook.
By approximately the middle of 2014, this textbook has been distributed to a number of formal schools throughout Indonesia and is
downloadable as e-book in the government’s Buku Sekolah Elektronik BSEElectronic Coursebook official site. In addition to this textbook for
learners, the government also provides the teacher’s book as guidance for the teacher in using the textbook in learning and teaching activity. With the
distribution and use of this textbook, it is expected that the textbook functions well and successfully support the implementation of the new Curriculum 2013.
F. Previous Research Findings
Problems regarding ethnicity and textbooks have often separately become the topics of discussion in many researches. However, researches which
connect the topic of ethnicity with textbooks seem to be still quite rare. In this reference of previous research, researcher found two research titles which have
both ethnicity and textbooks as their topics of interest, the first being The Multicultural Curriculum: Education for Peace and Development by Lie 2000,
and the later being An Analysis of English Users in Reading and Speaking Text in EFL Textbooks in Curriculum 2013 used by the First Graders of Junior and
Senior High School by Dewanti 2013. The first research aimed to find out the incorporation of multicultural
perspectives within the 1994 Curriculum English textbooks in relation to learners’ diverse backgrounds. In this research, ethnicity is not the only one form of
multicultural diversity being discussed, but is included together with gender, socioeconomic status, and geographical diversities. This content analysis study
used 44 textbooks used in Senior High School in Indonesia from the first grade to the third grade, while the category of ethnicity was divided into Javanese, those of
other islands in Indonesia non-Java, and those outside Indonesia international, identified with the indicators of ethnic markers. The findings of this research
showed the domination of Javanese culture over the non-Javanese ones with significantly large gap. Meanwhile, there is not much difference between the
Javanese and international representation. Lie 2000: 95 later concluded that “students from non-Java ethnic groups might feel alienated by textbooks that seem
foreign, irrelevant, and unfamiliar.” The later research analyzed the English users in both reading and
speaking texts in two Curriculum 2013 English textbooks released in Indonesia, Pathway to English and Bright. These English users are divided into English users
from Indonesia, Inner Circle Countries, Outer Circle Countries, and Expanding Circle Countries other than Indonesia, with Indonesian English users were
analyzed further to their ethnic groups. The identification of English users is indicated by ethnic markers especially from names of the characters depicted in
the textbooks. The findings of this research regarding the ethnicity of Indonesian English users in the textbooks showed that there are 9 of Javanese characters
found as the most common characters whose ethnicity are known. In second place, there is Balinese with the percentage of 5. Meanwhile other ethnic groups
including Lampungnese, Cirebonese, BandungSundanese, Jakartanese, Kupangnese, South SumatraPalembangnese, are each around 2-3. The rest 71
are identified as Unknown.
