The Systemic Functional Linguistics: The Appropriate and Inappropriate Use of Devices in Students’ Academic Text

Abstract

Indonesia eThis qualitative research was conducted to describe the types of grammatical cohesive devices and to compare the frequency of using the appropriate and inappropriate of those devices used by students in composing analytica chosen conveniently by selecting only 34 students of grade two of SMAN 7 Padang. The data was collected from the analytical exposition texts written by them. The result of this research shows that the able to use the grammatical cohesive devices in variant ways. Those four types found are reference, conjuction, ellipsis, and substitution. Reference and conjuction were found most frequent in students' texts with the percentage of occurring t ellipsis dan substitusi just 4.8% and 0.55%. Students tend to use the inappropriate pronoun reference when they try to refer between the subject and object sentences. Of 1104 times of using the devices, the most inappropriate use was located in using reference. The frequency of using these inapprorate references was 88 times Key words/phrases:Penelitian kualitatif ini dil kohesi gramatikal dan untuk membandingkan frekuensi tepat dan tidak tepat dari tipe siswa dalam menulis nyaman dengan memilih hanya 34 siswa kelas dua SMAN 7 Padang. Data dikumpulkan dari teks Hasil penelitian in Abstract This qualitative research was conducted to describe the types of grammatical cohesive devices and to compare the frequency of using the appropriate and inappropriate of those devices used by students in composing analytical exposition text. The subjects of this research were chosen conveniently by selecting only 34 students of grade two of SMAN 7 Padang. The data was collected from the analytical exposition texts written by them. The result of this research shows that the students are able to use the grammatical cohesive devices in variant ways. Those four types found are reference, conjuction, ellipsis, and substitution. Reference and conjuction were found most frequent in students' texts with the percentage of occurring those types were 62.77% and 31.88%. In adi ellipsis dan substitusition, each of them gives contributes to students text just 4.8% and 0.55%. Students tend to use the inappropriate pronoun reference when they try to refer between the subject and object times of using the devices, the most inappropriate use was located in using reference. The frequency of using these inapprorate references was 88 times. : Grammatical Cohesive Devices, Analytical Exposition TextAbstrak enelitian kualitatif ini dilakukan untuk menggambarkan tipe-tipe piranti gramatikal dan untuk membandingkan frekuensi penggunaan yang tepat dan tidak tepat dari tipe-tipe piranti tersebut yang digunakan oleh siswa dalam menulis teks eksposisi analitik. Subyek penelitian ini dipilih nyaman dengan memilih hanya 34 siswa kelas dua SMAN 7 Padang. Data dikumpulkan dari teks-teks eksposisi analitik yang ditulis oleh mereka. Hasil penelitian ini menunjukkan bahwa siswa menggunakan pira This qualitative research was conducted to describe the types of grammatical cohesive devices and to com...

SFL analysis: An investigation of students’ use of cohesive devices in exposition text

“…However, both were seen employed in middle achievers' texts as many as three and two items respectively whilst also identified in high achievers' texts for as many as nine and four items. This finding corresponds to the phenomena observed by Adiantika (2015), Arianto et al (2017), andMalombassang (2018). The fact that both could be established in middle and high but not in low achiever texts is due to its complexity and challenging factor as they are commonly used to make spoken communication effective (Halliday & Matthiessen, 2004).…”

“…Furthermore, similar to Albana et al (2020), Malombassang (2018), and Sari et al (2018), this study also reported that reference was the most widely used cohesive devices when it came to grammatical cohesion items (24.2%) followed by conjunctions in the second place (11.5%). This finding strengthens other studies showing that reference has a huge role in minimizing redundant repetition of words in students' analytical exposition text (Arianto et al, 2017;Halliday & Matthiessen, 2004). Doing so, the arguments and evidence provided by the students could be easily understood by the readers.…”

“…There was zero occurrence of error in substitution and ellipsis. As Adiantika (2015), Alarcon andMorales (2011), andArianto et al, (2017) suggested, both cohesive devices are rarely found in the argumentative writing genre. Moreover, the utilization of both substitution and ellipsis as seen in Table 5, were only spotted in texts written by students from middle and high achieving level.…”

Mandating teaching approaches stifles innovation: a case against

“…Great number of Indonesian well-known academics view SFL as a pedagogical mandate for resolving student issues in second language writing classes and further reinforce their adherence to its received wisdom (Agustien, 2016;Arianto et al, 2017;Aunurrahman et al, 2017;Cahyono, 2018;Dewi, 2016;Emilia, 2016;Emilia & Hamied, 2015;Kuswanto, 2015;Lestariningsih, 2020;Putra & Lukmana, 2017;Widodo, 2018). However, Indonesian researcher's lens obscures classroom reality and misses the perspective of students who are confronted with the task of learning to communicate competently in a foreign language and go through pedagogical process (Lian, 2000).…”