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3.6.3 Textual Metaphor
There are two types of unit of analysis for textual metaphor in this study. First, related to hyper- theme, the unit of analysis was paragraph Martin, 1992. Second, the units of analysis for
macro-Theme were headings and subheadings Martin, ibid. For identifying hyper-Theme, each paragraph in the study was read closely whether or
not the first sentence of the paragraph encapsulates the overall paragraph development. For identifying macro-Theme however, the first paragraph of each headingsubheading and the
paragraphs following this first paragraph were analysed to see whether or not the development in that particular headingsubheading followed the idea encapsulated in the first paragraph.
More detail example of textual metaphor analysis in the study can be seen in Appendix 3.6.3.
3.6.4 How Grammatical Metaphor Contributes to the Written Language Characteristics of the Texts
After classifying the types of grammatical metaphor used in the texts, the next analysis was conducted to the impact of these types of grammatical metaphor on making the text more
written-like. This analysis involved the scrutiny on how the use of grammatical metaphor in the text: a helps structure the clause in ways that allow more information and technicality to be
packaged using experiential metaphor; b creates greater logical reasoning and conciseness in the text through the occurrence of logical metaphor; c helps the orientation of objectivity
through impersonal constructions through the occurrence of interpersonal metaphor; and d helps create clear text structuring through textual metaphor. For these purposes, the analysis
mainly employed the concept of ideational and interpersonal metaphor formulated by Halliday 1994 and textual metaphor developed by Martin 1992.
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The analysis at this stage was conducted to both clause and text levels. At the clause level, the analysis was conducted to clauses in which the grammatical metaphor occurs and the
impact of such use on making the text more written. Particularly for textual metaphor, the analysis was conducted at a wider scope which included the paragraphs in which the particular
metaphor is located. In addition, for textual metaphor functioning in text structuring, the analysis of the textual metaphor effect was also conducted to the “neighbouring” paragraphs, i.e.
paragraphs prior to and following the occurrence of the metaphor. The analysis was even conducted to the text as a whole for textual metaphor serving as macro-Theme.
To strengthen the data analysis at this stage, the use of grammatical metaphor was also contrasted to the congruent realizations in the text.
An example of the analysis at this stage is illustrated below using excerpt [3.5].
[3.5] In conducting the study of Error Analysis, there are few things that should be concerned [considered] by
the researcher. One of the important things that should be noted is the steps in EA research proposed by Corder 1974, cited in Ellis, 1994: collection of a sample of learner language, identification of errors,
description of errors, explanation of errors, and evaluation of errors. Therefore, the next discussion will talk about the steps taken in this study based on Corder’s. SA3.C
Analysis: There are two types of grammatical metaphor in the above paragraph: textual metaphor
bold-underlined and experiential metaphor underlined each of which contributes to clear text structuring and information packaging, as well as abstraction and lexical density
Halliday, 1994; Martin, 1991; Thibault, 2008. The organizing vocabulary few things in the first clause complex sentence in the
above paragraph is textual metaphor serving as hyper-Theme Martin, 1992 that predicts what will be discussed in the paragraph, i.e. things that anyone conducting the study of error
analysis should consider. These few things are mentioned in the following sentence
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preceded by the internal conjunction Martin, 1992 One of the important things. This paragraph is closed with another textual metaphor the steps that sum up what has been
discussed previously. This whole paragraph further predicts what to be discussed in the paragraphs that follow, serving the function of macro-Theme albeit positioned not at the
beginning of the text. This function of prediction is consistently adhered to by the writer in which the steps taken in the study of error analysis as suggested by Corder are further
elaborated in the coming paragraphs. The only experiential metaphor are phrases in underlined collection of a sample of
learner language, identification of errors, description of errors, explanation of errors, and evaluation of errors which create abstraction and lexical density in this paragraph. However,
such abstraction does not contribute much to the written-ess of the text because, as mentioned previously, this set of abstraction is the only form of experiential metaphor used in the
paragraph. Thus, apart from the clear text structure contributed by the use of textual metaphor, the lexical density of this paragraph is relatively low for formal academic writing 3.7 Halliday,
1985.
3.7 Concluding Remark
Kategori