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LiNGUA: Jurnal Ilmu Bahasa dan Sastra
Published by Universitas Islam Negeri Maulana Malik Ibrahim Malang
ISSN : 16934725     EISSN : 24423823     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
LiNGUA Jurnal Ilmu Bahasa dan Sastra (ISSN Print: 1693-4725 and E-ISSN: 2442-3823) is a journal of Linguistics and Literature which is published twice a year in June and December by Laboratory of Information and Publication, Faculty of Humanities, Universitas Islam Negeri Maulana Malik Ibrahim Malang. The journal covers language issues researched in the branches of applied linguistics, such as sociolinguistics, discourse analysis, critical discourse analysis, pragmatics, stylistics, corpus linguistics, and others. In the area of literature, it covers literary history, literary theory, literary criticism, and others, which may include written texts, movies, and other media.
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Articles 11 Documents
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Search results for , issue "Vol 18, No 2 (2023): LiNGUA" : 11 Documents clear
SEEING BEYOND WORDS: METAFUNCTIONS ANALYSIS OF EFL TEXTBOOKS Hieronimus Canggung Darong
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 18, No 2 (2023): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v18i2.23402

Abstract

This study carefully applies Systemic Functional Linguistics (SFL) to identify common linguistic patterns to examine English as a Foreign Language (EFL) textbooks. This descriptive qualitative study addresses the ideational, interpersonal, and textual metafunctions of English as a Foreign Language (EFL) textbooks as the research focus. The frequent use of material process, particular nominal group types such as Thing (T) and Numerative Thing (NT), the nuanced modality conveyed by "should," "would," and "will," and the use of narrative perspectives with third-person singular pronouns ("he" and "she") are noteworthy among these patterns. The identified linguistic features furnish invaluable pedagogical insights for the stakeholders of English learners, including the teachers, and provide guidance for targeted language instruction. Furthermore, these results are also invaluable for material development since the study highlights the importance of integrating SFL principles within the classroom discourse. The study also emphasizes the significance of SFL-based textbooks as learning facilitates. The study discovers that SFL-based textbook analysis provides well-informed instruction, allowing teachers to modify their teaching methods to meet students' communicative needs better. Despite limitations, the analysis remains a valuable tool in the classroom discourse as it better portrays the foreign language classroom discourse.

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