Understanding the language aspect of deaf students in reference to their hearing counterparts plays a salient role in providing language teaching and learning treatment for the former.  As the initial effort to contribute to the language pedagogy for individuals with deafness, this study reveals the patterns of nominal groups in the Indonesian narratives of four deaf senior high school students and four hearing students of the same level.  A qualitative text analysis was adopted as the research design to investigate the nominal group patterns in both data sets. Eight narratives about “being chased by a dog” were first identified in terms of their schematic structure. Then the ‘things’ or ‘participants’ in the stories were analysed based on the experiential nominal group framework of Halliday and Matthiessen (2004), consisting of Deictic, Numerative, Epithet, Classifier, Thing, and Qualifier.  The analysis of nominal group patterns shows that ‘participants’ in the four stories of deaf writers were most frequently represented with Thing only (76.9%), Thing + Deictic (17.9%), Thing + Qualifier (3.8%), and Thing + Epithet (1.3%).  In the compositions of their hearing peers, five other patterns were also employed, including those with three constituents like Thing + Deictic + Qualifier. The findings of this study hint at the simplified nature of deaf students’ nominal groups. In narratives, complex nominal group patterns contribute to representing things specifically. It is expected that further treatment can be provided to assist deaf students in making meaning of their narratives functionally, for example, by using complex nominal group patterns.

The current study scrutinizes the representation of actors and goals of transitivity system in the introduction sections of   theses (ISoT) composed by undergraduate students in reference to that of the introduction sections of research articles (ISoRA) considered as the target writings in the academic discourse of knowledge building. 738 English ranking clauses from 10 English-field ISoT and 694 from 10 ISoRA of TESOL Quarterly were analysed for their material processes as well as their participants and circumstances. The analysis was executed with the tables of analysis adapted from Halliday’s experiential meaning framework.  The analysis reveals that in the material processes of ISoRA previous studies and previous researchers instead of current studies and current researchers are more frequently employed as actors. Contrary, in their ISoT counterpart, the latter outnumber the former. The analysis also finds that goals in the material processes of ISoT in comparison with its ISoRA counterpart still lack previous findings. Overall, the representation of actors and goals in the material processes of ISoT still needs lexical resources that underpin the process of knowledge building. This has been confirmed by the tendency of actors and goals of ISoT to represent its study undertaken, compared with its ISoRA counterpart focusing more on previous related studiesKeywords: actors, goals, material process, transitivity system, ISoT, ISoRA

This transitivity study aims to delineate the ‘verbs’ employed in the introduction sections of students’ English-major theses (IST) in reference to those of the introduction sections of research articles (ISRA) published by TESOL journal. To obtain this purpose, ten introduction sections from ISRA were analysed as the parameter, and 10 from its IST counterparts were evaluated. Both data sets were initially scrutinized for their categorization of process types. Then the analysis was followed by the categorization of specific processes in each process type. All data analysis was executed by employing the tables of analysis adapted from the transitivity framework of Halliday and Matthiessen. The transitivity analysis reveals that compared with the data of TESOL journal, the meaning making in the IST is inclined to be represented by less investigative processes of material, verbal, and mental clauses. Some less investigative processes are reflected from the verbs ‘use’, ’want’, ‘say’, etc., while the knowledge building processes in the ISRA are shown by more investigative processes such as ‘investigate’, ‘find’, ‘question’,  etc. Overall, in reference to the clauses in the research articles (RA) of TESOL journal, the ones in the introduction sections of students’ undergraduate theses still lack processes for supporting the basis of knowledge building. It is expected that the findings of this study contribute to the field of academic writing, that is, to give insight to student thesis writers into how to make meaning of their introduction functionally.

For a long time, films have taken responsibility to spread cultural diversity, information and entertainment. It can be a medium to portray philosophical discussion and arguments, like class conflict. The writer analysis a film entitled “Parasite” by Bong Joon-ho. This film was published in 2019 and became one of the most popular films of the year. The purpose of this research is to understand the matter of class conflict that arises in Parasite film. The research method used is descriptive qualitative to dissect in detail the problem. According to issues that happened in the Parasite film, this research uses Marxism theory by Karl Marx and Friedrich Engels. For further analysis, the writer analyses the relation of narrative and cinematic structure, so class discrimination that occurs in the film can be more portrayed. The result of this research show that the theme of this film describes about hope of the- working-class to improve their live inside capitalism society. At the end, the theme of hope portrayed in a letter, imagining a better life for a working-class family, even after all they have experienced.