FUNCTIONAL GRAMMAR

CRITICAL JOURNAL REVIEW

Lecturer : Tiarnita Maria Sarjani Br. Siregar, S.Pd., M.Hum.

EXT B - 15

Created By :

Lidia 21533210
Rebecca Theresia Manullang 2153321029
Sisca Indayani Damanik 2153321034

ENGLISH DEPARTMENT

FACULTY OF LITERARURES AND ARTS

STATE UNIVERSITY OF MEDAN

2018
 PREFACE

First of all, let’s say thanks to the almighty God has been giving the authors health and
his blessing so we can accomplish the “ Critical Journal Review “ paper as well as the author
can.

The author’s purpose in writing this paper is to fulfill the assignment that given by Mrs.
Tiarnita Maria Sarjani Br. Siregar, S.Pd., M.Hum, as the lecturer in Functional Grammar subject
and also this assignment was done by authors.

The authors realized that, the paper of Critical Journal Review is still imperfect in
arrangement and the content. Then the authors hope the criticism from all the readers can help
the authors in perfecting the next Critical Journal Review.

Medan, March 2018

The authors
 CRITICAL JOURNAL REVIEW 1St

I. BIBLIOGRAPHY INFROMATION

Title of Journal : Analysis Of Thank You M’am : Halliday’s Meta

functions
Author : Hafiz Ahmad Bilal
Publisher : Academic Research International

Years : January 2012

Volume : 2 Number 1

ISSN-L : 2223-9553

ISSN : 2223-9944

II. INTRODUCTION

In Systemic Functional Linguistics, M.A.K. Halliday identifies three meta-functions of

language. The ideational function is the 'content function of language' (Halliday 2007: 183). It is
realized in transitivity and serves to represent situations and events in the world and the entities,
actions and processes involved.

A key concept in Halliday's approach is the "context of situation" which obtains "through
a systematic relationship between the social environment on the one hand, and the functional
organization of language on the other" (Halliday, 1985:11).

Halliday (1994) points out that, in order to make sense of a text, "the natural tendency is
to think of a text as a thing—a product" while "see[ing] the text in its aspect as a process"
(p.xxii). The nature of text of the systemic genre theorists is lucidly summed up by Kress
(1985:18):
 Texts arise in specific social situations and they are constructed with specific purposes by
one or more speakers or writers. Meanings find their expression in text—though their origins of
meanings are outside the text—and are negotiated (about) in texts, in concrete situations of social
exchange.

III. SUMMARY
 Background

M. A. K. Halliday in Systemic Functional Linguistics, i.e. the ideational function, the

interpersonal function and the textual function. Each of the three metafunctions is about a
different aspect of the world. The ideational metafunction is about the natural world in the
broadest sense, including our own consciousness. The interpersonal metafunction is about the
social world, especially the relationship between speaker and hearer. The textual metafunction is
about the verbal world, especially the flow of information in a text. The short story “Thank You
M’am” is stylistically analyzed applying the three Metafunctions of Halliday to find out if this
analysis helps in better understanding of the text.

According from M.A. K. Hallday. This research investigation try to idenfied the three
meta-function of language.

 Theory
 The ideational function is the 'content function of language' (Halliday 2007: 183).
It is realized in transitivity and serves to represent situations and events in the
world and the entities, actions and processes involved. It is in the ideational
function that the text-producer embodies in language their experience of the
phenomena of the real world (Halliday 1973: 106).

 The interpersonal function is the 'participatory function of language' (Halliday

2007: 184). It allows for the expression of attitudes and evaluations and is realised
by mood and modality. It also allows the expression of a relation set up between
the text-producer and the text-consumer (Halliday and Matthiessen 1999: 7).
  The textual function of language is an enabling one (Halliday and Matthiessen
1999: 7-8). It is in the textual function that ideational and interpersonal meanings
are actualized (Halliday 2007: 184). The textual function is realised in
information structure and cohesion.

 Leckie-Tarry, (1993: 33-34), social contexts comprise two different levels of

abstraction, i.e.genre and register, which are respectively described in terms of
context of culture and context of situation (Eggins, 1994:32), and which "are the
technical concepts employed to explain the meaning and function of variation
between texts" (Eggins and Martin, 1997: 234).

 Method
This research used qualitative project involved. For this research, the researcher just
analysis the story according from the theory.

 Material
As the subject of this research, the author from this book is Langston Hughes was an
American poet, novelist, playwright, short story writer and columnist, most known for his work
during the Harlem Renaissance, when Afro-Americans were challenging white paternalism and
racism. He was one of the first black writers in the USA to achieve literary recognition.
The story under discussion is about an old lady walking alone in the dark, when suddenly a
boy tries to snatch her purse. However, during the attempt, he loses his balance and falls down
on the pavement, and the lady, who, of course, is annoyed by the boy’s behavior, picks him up
and gives him a proper lesson. She decides to bring him home to her house so he can wash his
face and have a nice meal, before she hands him some money to buy the blue suede shoes he has
wanted for such a long time.

 The Participants
This research didn’t use the participants for make the research clearly.
 IV. THE STENGTHNESS
 This research has so many large theories to establish and support the
researcher.
 The analysis has shown that the examination of linguistics features of a text
not only helps in understanding the structure of the text but also the deep
meanings of it.
 This research has comprehensive data to certain convinced the readers.
 The research used simple language and makes this journal as simple and
clearly.
 The sentences that had been analyzed is simple, and he strategies or the
method is not difficult.
 Learners can benefit from using discourse analysis to explore what language
is and how it is used to achieve communicative goals in different contexts.

V. THE WEAKNESS
 The material of this research a book more difficult to found or couldn’t found
in Indonesia.

VI. THE IMPICATION

The implication of this study were expected to be useful theoretically and practically for
the following :
1. Theoretically
It was expected to be one of the sources improving transitivity system studies.
2. Practically
a. The study could be used as references to other researcher who want to do research
about the literature and meta-function.
b. For the education I Indonesia, as a new references to make our research as well as.
c. For the university students, as their references in learning how to analysis the
meta-functional.
 d. Further, teachers can use discourse analysis not only as a research method for
investigating their own teaching practices but also as a tool for studying
interactions among language learners

VII. CONCLUSION AND SUGGESTION

 Conclusion
The analysis has shown that the examination of linguistics features of a text not only
helps in understanding the structure of the text but also the deep meanings of it. Such an analysis
reveals the hidden-self of the characters bringing out their intentions behind the utterances which
may appear difficult to grasp for a second language learner. Further, teachers can use discourse
analysis not only as a research method for investigating their own teaching practices but also as a
tool for studying interactions among language learners. Learners can benefit from using
discourse analysis to explore what language is and how it is used to achieve communicative
goals in different contexts.

 Suggestion
Thus discourse analysis can help to create a second language learning environment that
more accurately reflects how language is used and encourages learners toward their goal of
proficiency in another language. This journal can used and can be a good references for the
readers. In this journal tell that discourse analysis can help the process analysis of meta-
function.
 CRITICAL JOURNAL REVIEW 3rd

I. BIBLIOGRAPHY INFROMATION

Title of Journal : Using Anticipatory Reading Guides to Improve

Elementary Students’ Comprehension
Author : Evan Ortlieb
Publisher : Monash University, Australia

Years : 2013

Volume : 6 Number 2

e-ISSN : 1308-1470 (www.e-iji.net)

p-ISSN : 1694-609X

II. INTRODUCTION

In this word there are so many languages. Languages cannot be separated from human
life because it is one of the most important ways to express feelings and thoughts. Without a
language, it would be difficult to communicate. One of language in the world is English.
Learning English at school involves four skills, such as listening, speaking, reading, and writing.
it can see from Indonesia’s curriculum. One of the important skills in learning English is reading
which has an important contribution to the success of learning language.

As a compulsory skill, reading is regarded as a complex subject. That reading is an

activity that is basically concerned with the transfer of meaning from mind to mind, a message
from the writer to reader. The basic goals of reading are to make students capable to get an
understanding of the text, develop knowledge, and interest in reading as a solution to find their
personal problems while reading. But in this era there so many large of students did not have the
enough ability in reading comprehension.
 In this journal the researcher give explanation about a strategy that can very useful for
teacher to use the strategies. The researcher hope that it can help students to improve their
reading ability.

III. SUMMARY
 Background

This research investigation sought to determine the effectiveness of using an anticipatory

reading guide on third grade struggling readers’ achievement as measured by comprehension and
vocabulary questions derived from a standardized test. This research investigation attempts to
determine the effectiveness of using an anticipatory reading guide towards comprehension
improvement in a year three (ages 8/9) inclusion classroom as measured by standardized test
performance in reading and social studies.
Researchers recommend that reading strategies and test-taking strategies should be taught
explicitly, often in a variety of contexts. Teachers often struggle with teaching reading
comprehension strategies due to the complexity of designing purposeful instruction, and many
programs are over whelming in terms of the required time to learn and implement the strategies.
Children must be given the purpose for their reading, and the idea of taking a test is motivating
to many young readers. Strategies that bolster reading ability while establishing meaningful
reading experiences are paramount for lasting reading growth and development. The research
said that, this strategies to obtain mastery of reading skills in the 21st century.
 Theory
 Fitts and Peterson(1964)Reading skill acquisition is a process beginning with
early stages of cognition which progress to an associative stage before finally
reaching the autonomous stages of information processing.
 Rosenshine (1986, p. 60)Explicit teaching “is a systematic method for presenting
material in small steps, pausing to check for understanding and eliciting active
and successful participation from all students”
 Durkin (1978/1979) ; Goodin (et al., 2009). Throughout the past three decades
there has been a great deal of research in comprehension strategies, skills, and
strategies to enhance students’ understandings of text and their ability to think
critically about the texts they encounter
  Quirk et ( 1975). Explicit instruction is where children learn by doing not by
listening. Therefore, if application and practice are missing, then comprehension
will be affected.
 Afflerbach et al. (2008) pointed out that not all strategies are effective for all
students at all times; successful readers have the ability to assess which strategies
will be effective for the given task.
 Barry ( 2002), Explicit instruction of strategies was found to be especially
effective for students who had begun with poor comprehension – probably
because they were less likely to have the background knowledge of other readers.
 Carlise et al. (2010) conducted research on students in the Reading First program,
revealing that the program showed success in students from high-poverty grades
one and two but not grade three. The meta cognition required to comprehend
complex text begins for many readers at the third grade, so if children are
struggling with decoding, they have no idea that there is really something to think
about (Torgesen, 2001).

 Method
This research used quantitative project involved a classroom of convenience involving
attending an elementary school in South Texas where the focus was directed to the struggling
readers. For this research, a struggling reader was a student who was labeled special education,
retained, and/or read, and give them a test.

 Material
The measurements used in this research were a reading multiple-choice pretest derived
from the first six weeks CSCOPE reading unit assessment and a multiple-choice posttest
benchmark taken from a complete released STAAR; State of Texas Assessment of Academic
Readiness. STAAR tests are the new state-mandated standardized tests, given annually starting
in third grade.
 The Participants
The participants for this study included Grade 3 students in Texas. The accessible
population included grade three reading students in a small urban school district in South Texas.
This was a sample of convenience. This Title I elementary school campus has a total third grade
population of 189 students. Of that total third grade population, 55% of the students are male,
and 45 % of the students are female. The ethnicity of the entire third grade population included
52.9% White, Non-Hispanic, 41.4% Hispanic, 2.7% Asian, 2.2 % Black, and 0.7% Native
American. Of the total third grade population, 9.4% were considered to be LEP (Limited English
Proficient) students. One hundred thirty of the 189 third grade students (69.0%) were considered
economically disadvantaged.

IV. THE STENGTHNESS

 This research has so many large theories from another experts to establish and
support the researcher.
 This research has comprehensive data to certain convinced the readers.
 The strategies or the method is not difficult , and it is a new one and very
update, and helpfully for others teachers.
 The measurements used in this research were a reading multiple-choice, so the
assessment not difficult.
 The research used three weeks to attempt this project, and it is perfect time.

V. THE WEAKNESS
 The measurements Didn't used in this research were a reading multiple-choice, so the
assessment not difficult.
 The research Didn'tsed three weeks to attempt this project, and it is perfect time.

VI. THE IMPICATION

The implication of this study were expected to be useful theoretically and practically for
the following :
 1. Theoretically
It was expected to be one of the sources improving transitivity system studies.
2. Practically
a. The study could be used as references to other researcher who want to do research
about the strategies in reading.
b. For the education I Indonesia, as a new references to make the new strategies in
learning reading.
c. For the students in elementary school, as a new strategies that can applying to
improve their reading ability.
d. For the university students, as their references in learning strategies in teaching
comprehension.
e. For the teachers, as their references for make the situation more interesting in
learning strategies in teaching comprehension.

VII. CONCLUSION AND SUGGESTION

 Conclusion
The research result showed that anticipatory reading guides can be an effective strategy
to bolster the comprehension reading abilities of grade three students as well as performance
across the content areas. Anticipatory reading guides, though, are particularly effective in
developing struggling readers abilities to deconstruct both fiction and nonfiction texts. Strategies,
though, are not learned in one lesson. Teachers need to repeatedly model strategies, even simple
ones like asking questions, alongside explanations and scaffolding of student usage and even
creation of anticipatory study guides. Teaching struggling readers what is being asked allows
them to think about what would make sense, which is why understanding the structure of the
anticipatory study guide is perfectly suited to the format of tests they will take.
The deconstruction process allows them to understand the nuisances of how to
effectively answer questions by having them create similar questions on the study guide These
strategies allowed these children to feel successful. This allowed for a rise in self-esteem, risk-
taking, and test performance, which made for both a happy child and teacher.
 Suggestion
 This research it’s so helpful and simple to applying in class. The strategies in this study
can improve the students ability learning in reading, there must be something happened in
teaching and learning process relate to the strategies teaching reading comprehension, so I
suggest to apply the theory from Based on Anderson (1999:5) that, there are there strategies
during teaching reading, first is Teacher’s voice, the purpose of this strategy is to provide the
students a unique opportunity to hear the teachers’ voice clearly while the students are reading so
they all can get the understanding.
The second is Framework, this strategy helps to build the students and teachers’ thought
about how to approach the development of reading curriculum and lesson planning at the same
time during reading activity. The last strategy is Investigations, this requires the students and the
teachers to reflect upon and relate their experience to thinking about their own opinion after
reading.
 CRITICAL JOURNAL REVIEW 2nd

I. BIBLIOGRAPHY INFROMATION

Title of Journal : The Usefulness of Systemic Functional Grammar and Its

Impact on Students’ Communicative Skills in ESL Context
Author : Hayder Al Hamdany
Publisher : European Sciantific Journal

Years : May

Volume : 8 Number 11

e-ISSN : 1857-7431

ISSN : 1857-7881

II. INTRODUCTION

As globalization spreads investigation of the teaching of English grammar in the

ESL/EFL context is of critical interest to learners. This comparative study examined the place of
grammar in the ESL context; described the kind of grammar that is used by teachers to design
teaching activities in ESL classes; and discusses the implications for English grammar teaching

with regards to the investigator‟s own experiences.

The context of this study is a cookery/ESL class at Thebareton Senior Collage, located in
Western Adelaide. The college is the only adult New Arrivals Program provider in South
Australia. The students here tend to be young adults who have returned to studies to complete
their secondary education. They undertake bridging or vocational programs and learn English as
part of the New Arrivals Program. The ESL program is designed for students to develop their
skills to live and work in the Australian community.

III. SUMMARY
 Background

The research will demonstrate the direct positive impact a teacher‟s curriculum design

can have on student learning of ESL grammar. Firstly, the teaching context for this study will be
outlined. Secondly, a literature review will be provided to place the research in a larger body of

work. Following, an analysis of one of the teacher‟s responses to three registers of systemic

functional grammar will be described, to identify how each of these are specifically applied to
the teaching of grammar.

Finally, a conclusion will summarise the main points of this paper to show the necessity
of ESL teachers to focus on how grammar strategies are taught. Ultimately, it is anticipated that
this research will inform ESL teachers as to better practices to enable the effective development
of communication skills amongst ESL students.

 Theory
 Schuster, (nd, p. 518 cited in Taber 2006).Another researcher insists that
educators should “trash tradition” and take out grammar lessons altogether
 Manning, (1994),( cited in Taber 2006). Students [must learn to] identify the
eight parts of speech and learn the rules for their use.
 Nunan (cited in Taber, 2008) opposes this fact, saying that, “It is simply not the
case that language learners acquire target items perfectly, one at a time” (p.101).
There is rising confirmation that teaching systemic functional grammar can be
advantageously applied to natural language processing (Couchman & Whitelaw,
2003; Munro, 2003).
  Cope (1993) states that Traditional grammar is inherited from the Greeks and
Romans. It was passed down through the centuries as a way of helping scholars
learn Greek and Latin and so accessed knowledge that was stored in ancient texts
and in the contemporary Latin texts of the time.
 Chomsky 1965 (cited in Cope, 1993) argued that these rules could be used to
explore the limits of language, and that limitations were neurological in origin.
Unlike animals, Chomsky suggested, humans were born with an innate language
faculty, and it was the job of formal linguists to find out just what this faculty
was.
 Unlike Formal linguists, Functional linguists have generally dedicated themselves
to addressing practical concerns of the application of grammar. Thus, Functional
grammar seeks to solve problems such as using words “in context” (Halliday et al
2004).
 Halliday (1994 cited in Martin et al., 1997) states these to be; ideational,
interpersonal, and textual functions. Ideational function uses language to represent
experience. It is realized in field through the transitivity patterns of the grammar.
 Breen (2000) states that because teachers are anticipated to know what learners
are not expected to know, the culture of the classroom insists upon asymmetrical
relationships.
 Richard and Lockhart (1994 cited in Kasuya, 2007) stated that second language
learning is recognized as a highly interactive procedure.
 Method
Classroom observations and teacher interviews were conducted in the last term of the
2009 academic year. Transcription of the interviews and observation data were completed by the
end of term; a total period five to six weeks.

 Material
The focus of this project study is; to determine the place of grammar in the chosen ESL
classroom; to identify which features of grammar teaching do the teachers focus on; and to
determine the overall value of chosen grammatical teaching strategies.
  The Participants

The two teachers of the ESL cookery class were the participants in this study; a cookery
teacher and an ESL teacher. Each one of these teachers has a key role in this class. The first
teacher to be mentioned here (to be known as TE and the main focus will be on her response) is
the home economics teacher; TE is teaching the students cookery and has been as a teacher for
34 years. TE has taught in special education in Sydney before transferring to South Australia
four years ago.
IV. THE STENGTHNESS
 This research has so many large theories to establish and support the
researcher.
 This research has comprehensive data to certain convinced the readers.
 The research used simple language and makes this journal as simple and
clearly.
 The material, strategies and the method that had been analyzed is simple, and
the researcher, so it can be easier to applying in Indonesia.
 Learners can benefit from using discourse analysis to explore what language
is and how it is used to achieve communicative goals in different contexts.
 The potential benefits to the participants are improvements the teaching and
learning of grammar.
 Furthermore, enhancing the awareness of teachers as to the types of grammar
they are teaching and its effects on ESL student learning may counter the
negativeninfluences of teaching traditional grammar.

V. THE WEAKNESS
 As the critic,we found the weakness that there are nothing picture in this
journal so that it can not make the readers undestand what will the learn in
this journal.
 The cover is not according to this topic and approriate to this topic

VI. THE IMPICATION

 The implication of this study were expected to be useful theoretically and practically for
the following :
1. Theoretically
It was expected to be one of the sources improving transitivity system studies.
2. Practically
a. The study could be used as references to other researcher who want to do research
about the literature and meta-function and how it can be the giving a effect for
communication between teacher to teacher, teacher to students, and student to
students.
b. For the education I Indonesia, as a new references to make our research as well as.
c. For the university students, as their references in learning and how university
students makes new situations in interaction.
d. Furthermore, enhancing the awareness of teachers as to the types of grammar they
are teaching and its effects on ESL student learning may counter the negative
influences of teaching traditional grammar.

VII. CONCLUSION AND SUGGESTION

 Conclusion
The results showed that the chosen grammatical teaching strategies were effective in this
classroom in that they engaged students in interactive and contextual learning.
As globalization spreads investigation of the teaching of English grammar in the
ESL/EFL context is of critical interest to learners. This comparative study examined the place of
grammar in the ESL context; described the kind of grammar that is used by teachers to design
teaching activities in ESL classes; and discusses the implications for English grammar teaching

with regards to the investigator‟s own experiences.

This study demonstrated that effective grammar teaching strategies for second language
acquisition exist, and hinge on interaction and contextual learning. Therefore, the premise of
using a curriculum based on themed native-speaker responses to questions is deemed worthy of
further research.
According to Hallidayan principals, the main core of a second language lesson should be
meaningful communication. Meaningful communication gives a motive for students to be
invested in the learning progression. Therefore, it is crucial to have a good theme on which to
base meaning exchange (giving and listening to opinions). The language used to communicate
meaning need not be analysed on strict SFG patterning as this would be inappropriate.
 Suggestion
This paper has recommended that the grammar can be embedded in the classroom
activities or the conversation that have been occurred between teachers and their students or
among the students themselves. That is mean; there is implicit grammar learning. The implicit
approach is one by which students should be exposed to grammatical structures in a meaningful
and comprehensible context in order that they may acquire, as naturally as possible, the grammar
of target language.