GRAMATICAL METAPHOR IN SENIOR HIGH SCOOL ENGLISH TEXTBOOK.
,·,
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?
m
A THESIS
GRAMMATICAL METAPHOR
IN SENIOR mGH SCHOOL ENGLISH TEXTBOOK
AHMAD AMIN DALIMlJNTHE
Registration Nu•ber: 082188310001
\
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
This Thesis was examined on September 2, 2010 by the Board of EXaminers
>
-z
Approved By:
Adviser Commission
Prof. Dr. Belferik ManuUang
NIP. 19471015 197412 1 001
Approval
This Thesis was examined on September 2, 2010 by the Board of Exwniners
.
B
_oard. ofE
_ xammers
Prof. Tina Mariany Arifin, M.A., Ph.D.
NIP. 19440302 196902 2 001
Prof. Amrin Saragih, M.A, Ph.D.
NIP.195501131982 031002
Prof. Dr. Busmin Gurning, M.Pd
NIP.1959071319860ll 001
Prof. Dr. Lin~e
Sihombing, M.Pd
NIP. 19610425 198601 2 001
Advisers' Statement
I certify that I have read this thesis and that in my opinion it is fully graduated in
scope and quality as a thesis for the Degree of Magister Humaniora.
I certify that I have read this thesis and that in my opinion it is fully graduated in
scope and quality as a thesis for the Degree of Magister Humaniora.
ACKNOWLEDGEMENT
First, the writer would like to bow his head because of the greatness of
Allah. the Almiggcy, tliC most Merciful and Beneficial that has poured the best of
health and luck and made possible to Widergo a higher level of education.
There are many
~ple
who have assisted him with a vice and
suggestions, but it would be impossible to name all at least some deserve the
bono
to be noted.
First, to Prof. Tina Mariany Arifin, M.A.,Ph.D., as first adviser,
been so wonderful in giving her valuable knowledge, critical ideas, supportive
suggestions and above all the encouragement in the process of completing this
thesis. The write's deepest appreciation is also extended to her for the care and
attention given during the past years being the Former Head of English Applied
Linguistics Study Program.
Second, to Prof. Amrin Saragih, M.A., Ph.D, for his valuable contriblllion
in suggesting the materials to be included in the thesis.
knowledgeable views have shaped the content of this thesis.
The writer would like to express his gratitude to the viewers
examiners, Prof. Dr. Busmin Gurning, M.Pd, Prof. Dr. Lince Sihombing, M.Pd.
and Dr, Didik Santoso, M.Rd. for the sharp criticisms and very valuable inputs.
A special thank you is directed to Prof. Dr. Busmin Gurning, M.Pd, and
Porf. Dr. Lince Sihombing, M.Pd., Head and Secretary of English Applied
Linguistics Study Program for the assistance in completing the administrative
procedures.
The writer's indebtedness and special appreciation go to his beloved
father, Hamdan Dalimunthe (Late) and mother, Apsah Pulungan for their great
love, prayers, attention, and care and especially for the good education given to
him.
Applied Linguistics for the cooperation and friendly environment being in tHe
"same boat".
Last but not least, to all who care and be there when advice is needed.
z
May Allah Be with US!
).
~
?
93
93
(J #I I
ii
CHAPTER IV : FINDINGS AND DISCUSSION
4.1 Description of the Data ................................................... 25
4.1.1 Data of Grammatical metaphor in the English
Textbook ................................................................. 25
4.1.1.2 Data of Event= Epithet.. ............................ 28
4.1.1.3 Data of Epithet= Thing ............................. 30
4.1.1.4 Data of Head = Modifier ............................ 31
4.1.1.5 Data of Manner= Epithet ........................... 31
4.1.1.6 Data of Conjunctive = Thing ..................... 33
4.1.1. 7 Data of Conjunctive = Event ...................... 33
4.1.1.8 Data of Conjunctive= Epithet .................... 33
4.2 The Way Grammatical Metaphor is used in the English
Textbook ......................................................................... 34
4.2.1 Realization Event= Thing...................................... 34
-z
?
4.2.2 Realization of Event= Epithet............................... 6
4.2.3 Realiation of Epithet= Thing ................................. 38
4.2.4 Realization ofHead =Modifier ............................. 40
4.2.5 Realization of Manner = Epithet ............................ 41
4.2.6 Realization of Cotijunctive = Event ....................... 43
m
4.2.7 Realization Conjunctive= Thing ........................... 44
4.2.8 Realization Conjunctive = Epithet ......................... 45
4.3 The Reason Why the English Textbook Uses Grammatical
Metaphor ......................................................................... 46
4 4 Research Findings .....................•..................................... 46
4.~
Discussion ...•.•..............•............................................... 47
5.2 Suggestions ...................................................................... 51
REFERENCES ............................................................................................... 52
v
LIST OF TABLES
TABLE
2.1
Page
Congruent Cooing of Grammar................................................ 11
vi
LIST OF FIGURES
~
2.1
General Diift of Grammatical Metaphor........................................
2.2
Nominal Group Analyzed for Experiential and Logical Function ... 17
2.3
Rank Shift of Grammatical Units by Experiential Metaphor ............ 18
~
~
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~a
~
m
14
~
m
&It,
E.9
vii
TABLE OF CONTENTS
Page
ACKNOWLEDGMENT ................................................................................... i
ABSTRACT ......_.............................................................................................. iii
TABLE OF CONTENTS .................................................................................. iv
LIST. OF TABLES ...............................................................................-............. vi
LIST OF FIGURES .......................................................................................... vii
CHAPTER I
1.2 Problems of the Study ..................................................... 4
1.3 Objectives of the Study ...................................................4
1.4 Scope of the Study ........................................................... ~
1.5 Significance of the Study ................................................ 5
CHAPTER U : REVIEW OF LITERATURE
2.1.Grammatical Metaphor ................................................... 7
2.1.2 Classifier and Epithet ............................................ 1o
2.1.3 Thing ···································································· 16
2.1.4 Qualifier ....................................................•........... 17
2.2 English Textbook ............................................................ 18
CHAPTER
OD OF RESEARCH
3.1 Researchl>esign ..••.......................................................... 21
3.2 Source of Data ................................................................ 22
3.3 Tecbnique of Data Collection ......................................... 23
3.4 Technique of Data Analysis ............................................ 23
3.5 Triangulation .................................................................. 24
iv
ABSTRACT
Dalimunthe, Ahmad Amin. Grammatical Metaphor in Senior High School English
Textbook. A Thesis. English Applied Linguistics Study Program,
Postgraduate School, State University ofMedan. 2010.
This study investigates grammatical metaphor in the the English textbook of
Senior High School. The objectives of the study are to identify what grammatiCal
metaphors are used in the English textbook, to describe the way those
grammatical metaphors are used, and to explain the reason why the English
textbook uses those grammatical metaphors. The research was conducted by
applying Content Analysis. The data for this study were ten texts of one English
textbook of Senior High School. The data were collected by selecting the texts
contained in the textbook based on their subjects, then retyping the passage of the
text, editing the passage by breaking down the clauses into a data, and finally
printing out the data. After the data bad been collected, they were analysed by
some procedures: identifying the grammatical metaphor in the data, rewording or
unpacking the data into a congruent form, making a comparison between the two
forms, classifying the classes of grammatical metaphor and its functions. Then,
analysing the strategy of grammatical metaphor coded in the data. and analysing
the reason the grammatical metaphor is used in the English textbook. The findings
of the study show that there are eight grammatical metaphors used in the English
tetxbook, namely the realization of event = thing, that of event = epithet, epithet =
thing, head = modifier, manner = epithet, conjunctive = event, conjunctive =
thing, and conjultCfiw = epithet. It is found that the reason why the English
textbook uses the grammatical metaphors is in order to make the information
compact and also to help the students more easily understand the information.
Moreover, the English textbook directs the students to a scientific writing model
which is mostly applied in their higher education level. Therefore, it is demanded
that the students should have good reading skill.
iii
CHAPTER I
INTRODUCTION
Language plays a great role in the development of student's intelligence,
their social and emotional capabilities, and language also supports stuOent's
achievement in studying all subjects. Language learning is expectea to assist
student to know himself, his culture, and people's culture. Moreover, it helps
student express hislher ideas and emotion, and take a part in the society.
English is a means of oral and written communication. Communication is
the process of understanding, expressing information, mind, emotion, an
developing science, technology, and culture (Departemen Pendidikan Nasional,
2008:307). Communication ability is an ability in discourse, that is to understand
and, or produce spoken or written discourse which is realized in four language
skills, i.e, listening, speaking, reading, and writing. The four skills are sed to
in~
and produce discourse in social life. Therefore, English subject is
directed to develop those skills in order that the students are able to communicate
and access discourse in a certain level of literacy.
titeracy is described as the D:lastecy' of spoken language, leading and
they are Performative, Functional, Informational, and Epistemic level (Wells,
1981 ). In Performative level, student is able to read, write, listen, and speak with
2
used symbols. In functional, one is able to use language to fulfill his daily
information needs as in reading newspaper, understanding signs, warnings, etc. in
information, he is able to access knowledge by using language ability, whereas in
epistemic, he is able to express knowledge by using the targeted language.
High School in Indonesia consists of two cycles, namely. Junior High
School and Senior High School. Nowadays, English learning has become one
major learning in Both of them. English learning in Junior High Sctiool is targeted
that students are able to achieve functional level, whereas those of Senior High
School are targeted to be in informational level, which is to access information by
English skills (Departemen Pendidikan Nasional, 2008). Up to this
resent,
reading has been one important English skill to be possessed by Senior High
School students to achieve informational level of literacy in terms of accessing
information, especially the students of Grade XII who face National Examination
in which the percentage of the questions is reading comprehension mostly.
Reading is a process of understanding printed material or text.
understand something is to transform it into meaning; and the outcOme of this
transformation is what referred to as knowing or knowledge. Understanding and
knowing are semiotic process, process of the development of meaning in the brain
meaning, but it is affected by the grammar.
3
Based on the writer's experiences as an English teacher, the students got
difficulty in reading and comprehending texts found in the English textbook they
used as the handbook. It is an important thing to be considered since a failure in
comprehending passage or texts means the failure in accessing information
provided in the English textbook.
In order to be able to understand and comprehend the passage or the texts,
the students should know the way the texts were written deals witli the word
choice and the grammar, the way the words are structured. Tile use of
grammatical metaphor is unavoidable since it affects that one characteristic of a
scientific writing found in the textbook, i.e, practicality. Practicality means the
way the information or message delivered in the text becomes more practical or.
simple. It is also to make the information more densed. Consequently, the textS
become more difficult to be understood by the students.
A model of scientific writing should be applied in the textbooks includ!Dg
English textbook since it is related to the discipline of the study. Moreover, it is
significantly applied when the students continue to a higher level of education.
Based on those reasons, this study is devoted to one of the areas of
4
1.2 Problems of the Study
The problems of the study are formulated as the following.
I.
High School?
2. How are those grammatical metaphors used in the English textbook?
3.
Why does the textbook use those grammatical metaphors?
1.3 Objectives oftbe Study
In relation to the problems as stated above, the objectives of the stuily are:
1. to identify the the grammatical metaphors used in the English textbook of.
Senior High School,
2. to describe the way those grammatical metaphors are used in the English
textbook, and
3. to explain the reason why the English textbook uses those
metaphor.
High School in InCionesia consists ofi two cycles, namell: the Junior High
School and Senior HiSh'-School, which is also known as Secondary School. The
writer limits this study in the Senior High School and selects Grade XII. The
writer chooses English textbooks of the Senior High School since textbook has an
5
important role as a learning tool for student in studying English. A good textbook
will help student to study well. But the way the textbook is written is closely
related to the grammatical metaphor which assists the student in using and
understanding the tiOok. There are a lot of English textboOks used from many
publishers. An English textbook entitled ENGLISH
~
Published by BUMI
AKSARA was the handbook used by the students of one Senior High School
where the writer was an English teacher.
1.5 The Significance of the Study
practically. Theoretically, the findings are expected to justify that Systemic
Functional Linguistics (SFL) theories are applicable to other disciplines such as
Teaching English as Foreign Language (TEFL). Practically, the findings are
expected to be useful for:
a)
encourage them to improve their reading skill.
b)
m
the teachers, who also apply the textbook to guide the student to use it. The
teachers snould be more concerned in analyzing the contents of the textbook
in order that its contents are really related to tlle needs of the students.
6
c)
the Headmasters, who frequently select the textbooks which will be the
handbook for use, should be more considerable to the content analysis of the
textbook.
d)
the book publishers, in order to publish the textbooks, which are really good
and proper to the needs and literacy level of the users.
50
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
S.l Conclusions
With reference to the research findings, some conclusions are drawn as the
following.
1. There were eight grammatical metaphors used in the English textbo k of
Senior High School, namely 1) realization of event = thing, 2) that of epithet =
thing, 3) event
=
epithet, 4) head
=
modifier, 5) manner
=
epithet, 6)
conjunctive = event, 7) conjunctive = thing, 8) and conjunctive = epithet.
2. The way the grammatical metaphor is used in the English textbook of Senior
High School is through the replacement of the grammatical function of
metaphor I) event with thing, 2) epithet with thing, 3) event with epithet, 4)
head with modifier, 5) manner with epithet, 6) conjunctive with event,
conjunctive with thing, 8) and conjunctive with epithet.
3. The reason why the English textbook of Senior High School used grammatical
metaphor is in order to make the information contained in it more compac;t;
and to help the Students more easily understand the information:
51
5.2 Suggestions
In relation to the conclusions which have been stated previously, some
constructive points are suggested as the following.
1. it is suggested that the students of Senior High School should have a good
reading skill in order that they are able to comprehend the textooo
as
their assistance to access the compact information in it.
2. it is suggested that the teachers, particularly the English teachers should teach
more the reading comprehension in order that the students have a good re~ing
skill in reference with the targeted literacy level.
3. it is suggested to the Headmasters to be more careful in selecting the
appropriate textbook which will be the student handbook. Hence, a good
cooperation between the headmaster and the English teacher is necessary.
4. it is suggested to the writers and publishers to be more oriented to the quality
of the textbook contents which should be really appropriate to the students
rather, than being money-oriented ones.
5. the final suggestion is offered to other researchers to conduct further studies
52
REFERENCES
Bloor, T. and Bloor, M. 1995. The Functional Analysis of English: A Hallidayan
Approach. London: Arnold
Bogdan, R and Bilden, . 1992. Qualitative Research .for Education: An
Introduction to Theory and Method. Allyn and Bacon
Chen, Y. 2003. An Anal)!,sis ofthe Grammatical Problems in Chinese EFL
Students' Expository Writing. Journal of Language and Communication
Review,Vol. 2.
Dardjis, D., Fanany, S. and Anwar, A. 2005. ENGLISH 3. Jakarta: Bumi AkSara
Denzin, N.K. and Lincoln, Y.S. 1994. Handbook of Qualitative
Thousand Oaks: Sage Publication.
Departemen Pendidikan Nasioanl. 2008. Standar Kompetensi Siswa. Jakarta
Funk, W. and Wagnalls, F. 1992. Finding Information from Text Book. London·
Longman
Garton, A. and Pratt, C. 1998. Learning to be Literate: the Development ofSpoken
and Written Language. Oxford: Blackwell.
Halliday,
.A.K. 1985. An Introduction to Functional
Edward Arnold.
Halliday,
Halliday, M.A.K and Martin, J.R 1993. Writing Science: Literacy and Discursive
Power. London: The Falmer Press.
53
Halliday, M.A.K. 2006. The language ofscience. New York: Continuwn.
Hammond, J. Bwns, A. Joyce, H. Brosnan, D. and Gerot. L. 1992. English for
Social Purposes. Sydney: National Centre for English Language
Teaching.
Hansen, B. 1999. Textbookfor Children. London: Edward Arnold.
Holsti, 0. 1999. Textbook. www.thesaurus.com. Accessed on July 5, 2010.
Krashen, S. 1982. Principles and Practices in Second Language Acquisition. New
York: Pergamon Press.
Krippendorff, K. 1980. Content Analysis: An Introduction to Its Methodology.
Newbury Park, CA: S!lge.
Knobel. 2000. Literacy.www.associatepublisher.com. Accessed on May 2, 2010.
Miles, M.B. and Hubennan, A.M. 1984. Qualitative Data Analysis. California:
Sage.
Martin, J.R. 1992. English Text: System and Structure. Philadelphia: John
Benjamin Publishing Company
Romero, E. and Soria, B. 1999. The Notion of Grammatical Metaphor in
Halliday. Universidad de Granada
Saragih. A. 2010. Semiotik Bahasa: Tanda, Penanda dan Petanda dalam Bahasa.
Pasca Sarjana Universitas Negeri Medan. Unpublished
Stern, 1. 2000. Metaphor in Context. London: The Massachusetts Institute of
Technology Press
Trask, R.L. 1997. . Student's Dictionary ofLanguage and Linguistics. London:
Arnold.
Tulip, D. and Cook, A 1991. CompariSJ!n ofAuthor Intentions andS ent
Perceptions alKiut Textbook Characteristics. Netherlilid: Springer
Wells, G. 1981. Learning through Interaction: The Study of Language
Development: Language at Home and at School. Cambridge University
Press.
z
?
m
A THESIS
GRAMMATICAL METAPHOR
IN SENIOR mGH SCHOOL ENGLISH TEXTBOOK
AHMAD AMIN DALIMlJNTHE
Registration Nu•ber: 082188310001
\
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
This Thesis was examined on September 2, 2010 by the Board of EXaminers
>
-z
Approved By:
Adviser Commission
Prof. Dr. Belferik ManuUang
NIP. 19471015 197412 1 001
Approval
This Thesis was examined on September 2, 2010 by the Board of Exwniners
.
B
_oard. ofE
_ xammers
Prof. Tina Mariany Arifin, M.A., Ph.D.
NIP. 19440302 196902 2 001
Prof. Amrin Saragih, M.A, Ph.D.
NIP.195501131982 031002
Prof. Dr. Busmin Gurning, M.Pd
NIP.1959071319860ll 001
Prof. Dr. Lin~e
Sihombing, M.Pd
NIP. 19610425 198601 2 001
Advisers' Statement
I certify that I have read this thesis and that in my opinion it is fully graduated in
scope and quality as a thesis for the Degree of Magister Humaniora.
I certify that I have read this thesis and that in my opinion it is fully graduated in
scope and quality as a thesis for the Degree of Magister Humaniora.
ACKNOWLEDGEMENT
First, the writer would like to bow his head because of the greatness of
Allah. the Almiggcy, tliC most Merciful and Beneficial that has poured the best of
health and luck and made possible to Widergo a higher level of education.
There are many
~ple
who have assisted him with a vice and
suggestions, but it would be impossible to name all at least some deserve the
bono
to be noted.
First, to Prof. Tina Mariany Arifin, M.A.,Ph.D., as first adviser,
been so wonderful in giving her valuable knowledge, critical ideas, supportive
suggestions and above all the encouragement in the process of completing this
thesis. The write's deepest appreciation is also extended to her for the care and
attention given during the past years being the Former Head of English Applied
Linguistics Study Program.
Second, to Prof. Amrin Saragih, M.A., Ph.D, for his valuable contriblllion
in suggesting the materials to be included in the thesis.
knowledgeable views have shaped the content of this thesis.
The writer would like to express his gratitude to the viewers
examiners, Prof. Dr. Busmin Gurning, M.Pd, Prof. Dr. Lince Sihombing, M.Pd.
and Dr, Didik Santoso, M.Rd. for the sharp criticisms and very valuable inputs.
A special thank you is directed to Prof. Dr. Busmin Gurning, M.Pd, and
Porf. Dr. Lince Sihombing, M.Pd., Head and Secretary of English Applied
Linguistics Study Program for the assistance in completing the administrative
procedures.
The writer's indebtedness and special appreciation go to his beloved
father, Hamdan Dalimunthe (Late) and mother, Apsah Pulungan for their great
love, prayers, attention, and care and especially for the good education given to
him.
Applied Linguistics for the cooperation and friendly environment being in tHe
"same boat".
Last but not least, to all who care and be there when advice is needed.
z
May Allah Be with US!
).
~
?
93
93
(J #I I
ii
CHAPTER IV : FINDINGS AND DISCUSSION
4.1 Description of the Data ................................................... 25
4.1.1 Data of Grammatical metaphor in the English
Textbook ................................................................. 25
4.1.1.2 Data of Event= Epithet.. ............................ 28
4.1.1.3 Data of Epithet= Thing ............................. 30
4.1.1.4 Data of Head = Modifier ............................ 31
4.1.1.5 Data of Manner= Epithet ........................... 31
4.1.1.6 Data of Conjunctive = Thing ..................... 33
4.1.1. 7 Data of Conjunctive = Event ...................... 33
4.1.1.8 Data of Conjunctive= Epithet .................... 33
4.2 The Way Grammatical Metaphor is used in the English
Textbook ......................................................................... 34
4.2.1 Realization Event= Thing...................................... 34
-z
?
4.2.2 Realization of Event= Epithet............................... 6
4.2.3 Realiation of Epithet= Thing ................................. 38
4.2.4 Realization ofHead =Modifier ............................. 40
4.2.5 Realization of Manner = Epithet ............................ 41
4.2.6 Realization of Cotijunctive = Event ....................... 43
m
4.2.7 Realization Conjunctive= Thing ........................... 44
4.2.8 Realization Conjunctive = Epithet ......................... 45
4.3 The Reason Why the English Textbook Uses Grammatical
Metaphor ......................................................................... 46
4 4 Research Findings .....................•..................................... 46
4.~
Discussion ...•.•..............•............................................... 47
5.2 Suggestions ...................................................................... 51
REFERENCES ............................................................................................... 52
v
LIST OF TABLES
TABLE
2.1
Page
Congruent Cooing of Grammar................................................ 11
vi
LIST OF FIGURES
~
2.1
General Diift of Grammatical Metaphor........................................
2.2
Nominal Group Analyzed for Experiential and Logical Function ... 17
2.3
Rank Shift of Grammatical Units by Experiential Metaphor ............ 18
~
~
-z
?
~a
~
m
14
~
m
&It,
E.9
vii
TABLE OF CONTENTS
Page
ACKNOWLEDGMENT ................................................................................... i
ABSTRACT ......_.............................................................................................. iii
TABLE OF CONTENTS .................................................................................. iv
LIST. OF TABLES ...............................................................................-............. vi
LIST OF FIGURES .......................................................................................... vii
CHAPTER I
1.2 Problems of the Study ..................................................... 4
1.3 Objectives of the Study ...................................................4
1.4 Scope of the Study ........................................................... ~
1.5 Significance of the Study ................................................ 5
CHAPTER U : REVIEW OF LITERATURE
2.1.Grammatical Metaphor ................................................... 7
2.1.2 Classifier and Epithet ............................................ 1o
2.1.3 Thing ···································································· 16
2.1.4 Qualifier ....................................................•........... 17
2.2 English Textbook ............................................................ 18
CHAPTER
OD OF RESEARCH
3.1 Researchl>esign ..••.......................................................... 21
3.2 Source of Data ................................................................ 22
3.3 Tecbnique of Data Collection ......................................... 23
3.4 Technique of Data Analysis ............................................ 23
3.5 Triangulation .................................................................. 24
iv
ABSTRACT
Dalimunthe, Ahmad Amin. Grammatical Metaphor in Senior High School English
Textbook. A Thesis. English Applied Linguistics Study Program,
Postgraduate School, State University ofMedan. 2010.
This study investigates grammatical metaphor in the the English textbook of
Senior High School. The objectives of the study are to identify what grammatiCal
metaphors are used in the English textbook, to describe the way those
grammatical metaphors are used, and to explain the reason why the English
textbook uses those grammatical metaphors. The research was conducted by
applying Content Analysis. The data for this study were ten texts of one English
textbook of Senior High School. The data were collected by selecting the texts
contained in the textbook based on their subjects, then retyping the passage of the
text, editing the passage by breaking down the clauses into a data, and finally
printing out the data. After the data bad been collected, they were analysed by
some procedures: identifying the grammatical metaphor in the data, rewording or
unpacking the data into a congruent form, making a comparison between the two
forms, classifying the classes of grammatical metaphor and its functions. Then,
analysing the strategy of grammatical metaphor coded in the data. and analysing
the reason the grammatical metaphor is used in the English textbook. The findings
of the study show that there are eight grammatical metaphors used in the English
tetxbook, namely the realization of event = thing, that of event = epithet, epithet =
thing, head = modifier, manner = epithet, conjunctive = event, conjunctive =
thing, and conjultCfiw = epithet. It is found that the reason why the English
textbook uses the grammatical metaphors is in order to make the information
compact and also to help the students more easily understand the information.
Moreover, the English textbook directs the students to a scientific writing model
which is mostly applied in their higher education level. Therefore, it is demanded
that the students should have good reading skill.
iii
CHAPTER I
INTRODUCTION
Language plays a great role in the development of student's intelligence,
their social and emotional capabilities, and language also supports stuOent's
achievement in studying all subjects. Language learning is expectea to assist
student to know himself, his culture, and people's culture. Moreover, it helps
student express hislher ideas and emotion, and take a part in the society.
English is a means of oral and written communication. Communication is
the process of understanding, expressing information, mind, emotion, an
developing science, technology, and culture (Departemen Pendidikan Nasional,
2008:307). Communication ability is an ability in discourse, that is to understand
and, or produce spoken or written discourse which is realized in four language
skills, i.e, listening, speaking, reading, and writing. The four skills are sed to
in~
and produce discourse in social life. Therefore, English subject is
directed to develop those skills in order that the students are able to communicate
and access discourse in a certain level of literacy.
titeracy is described as the D:lastecy' of spoken language, leading and
they are Performative, Functional, Informational, and Epistemic level (Wells,
1981 ). In Performative level, student is able to read, write, listen, and speak with
2
used symbols. In functional, one is able to use language to fulfill his daily
information needs as in reading newspaper, understanding signs, warnings, etc. in
information, he is able to access knowledge by using language ability, whereas in
epistemic, he is able to express knowledge by using the targeted language.
High School in Indonesia consists of two cycles, namely. Junior High
School and Senior High School. Nowadays, English learning has become one
major learning in Both of them. English learning in Junior High Sctiool is targeted
that students are able to achieve functional level, whereas those of Senior High
School are targeted to be in informational level, which is to access information by
English skills (Departemen Pendidikan Nasional, 2008). Up to this
resent,
reading has been one important English skill to be possessed by Senior High
School students to achieve informational level of literacy in terms of accessing
information, especially the students of Grade XII who face National Examination
in which the percentage of the questions is reading comprehension mostly.
Reading is a process of understanding printed material or text.
understand something is to transform it into meaning; and the outcOme of this
transformation is what referred to as knowing or knowledge. Understanding and
knowing are semiotic process, process of the development of meaning in the brain
meaning, but it is affected by the grammar.
3
Based on the writer's experiences as an English teacher, the students got
difficulty in reading and comprehending texts found in the English textbook they
used as the handbook. It is an important thing to be considered since a failure in
comprehending passage or texts means the failure in accessing information
provided in the English textbook.
In order to be able to understand and comprehend the passage or the texts,
the students should know the way the texts were written deals witli the word
choice and the grammar, the way the words are structured. Tile use of
grammatical metaphor is unavoidable since it affects that one characteristic of a
scientific writing found in the textbook, i.e, practicality. Practicality means the
way the information or message delivered in the text becomes more practical or.
simple. It is also to make the information more densed. Consequently, the textS
become more difficult to be understood by the students.
A model of scientific writing should be applied in the textbooks includ!Dg
English textbook since it is related to the discipline of the study. Moreover, it is
significantly applied when the students continue to a higher level of education.
Based on those reasons, this study is devoted to one of the areas of
4
1.2 Problems of the Study
The problems of the study are formulated as the following.
I.
High School?
2. How are those grammatical metaphors used in the English textbook?
3.
Why does the textbook use those grammatical metaphors?
1.3 Objectives oftbe Study
In relation to the problems as stated above, the objectives of the stuily are:
1. to identify the the grammatical metaphors used in the English textbook of.
Senior High School,
2. to describe the way those grammatical metaphors are used in the English
textbook, and
3. to explain the reason why the English textbook uses those
metaphor.
High School in InCionesia consists ofi two cycles, namell: the Junior High
School and Senior HiSh'-School, which is also known as Secondary School. The
writer limits this study in the Senior High School and selects Grade XII. The
writer chooses English textbooks of the Senior High School since textbook has an
5
important role as a learning tool for student in studying English. A good textbook
will help student to study well. But the way the textbook is written is closely
related to the grammatical metaphor which assists the student in using and
understanding the tiOok. There are a lot of English textboOks used from many
publishers. An English textbook entitled ENGLISH
~
Published by BUMI
AKSARA was the handbook used by the students of one Senior High School
where the writer was an English teacher.
1.5 The Significance of the Study
practically. Theoretically, the findings are expected to justify that Systemic
Functional Linguistics (SFL) theories are applicable to other disciplines such as
Teaching English as Foreign Language (TEFL). Practically, the findings are
expected to be useful for:
a)
encourage them to improve their reading skill.
b)
m
the teachers, who also apply the textbook to guide the student to use it. The
teachers snould be more concerned in analyzing the contents of the textbook
in order that its contents are really related to tlle needs of the students.
6
c)
the Headmasters, who frequently select the textbooks which will be the
handbook for use, should be more considerable to the content analysis of the
textbook.
d)
the book publishers, in order to publish the textbooks, which are really good
and proper to the needs and literacy level of the users.
50
CHAPTERV
CONCLUSIONS AND SUGGESTIONS
S.l Conclusions
With reference to the research findings, some conclusions are drawn as the
following.
1. There were eight grammatical metaphors used in the English textbo k of
Senior High School, namely 1) realization of event = thing, 2) that of epithet =
thing, 3) event
=
epithet, 4) head
=
modifier, 5) manner
=
epithet, 6)
conjunctive = event, 7) conjunctive = thing, 8) and conjunctive = epithet.
2. The way the grammatical metaphor is used in the English textbook of Senior
High School is through the replacement of the grammatical function of
metaphor I) event with thing, 2) epithet with thing, 3) event with epithet, 4)
head with modifier, 5) manner with epithet, 6) conjunctive with event,
conjunctive with thing, 8) and conjunctive with epithet.
3. The reason why the English textbook of Senior High School used grammatical
metaphor is in order to make the information contained in it more compac;t;
and to help the Students more easily understand the information:
51
5.2 Suggestions
In relation to the conclusions which have been stated previously, some
constructive points are suggested as the following.
1. it is suggested that the students of Senior High School should have a good
reading skill in order that they are able to comprehend the textooo
as
their assistance to access the compact information in it.
2. it is suggested that the teachers, particularly the English teachers should teach
more the reading comprehension in order that the students have a good re~ing
skill in reference with the targeted literacy level.
3. it is suggested to the Headmasters to be more careful in selecting the
appropriate textbook which will be the student handbook. Hence, a good
cooperation between the headmaster and the English teacher is necessary.
4. it is suggested to the writers and publishers to be more oriented to the quality
of the textbook contents which should be really appropriate to the students
rather, than being money-oriented ones.
5. the final suggestion is offered to other researchers to conduct further studies
52
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