Slides for Functional Grammar
INTRODUCTION Over the last four years or so, teachers of English as a Foreign Language in Indonesia have been made ‘confused’ by the new paradigm of EFL teaching, marked by the emergence of competency-based curriculum (CBC), further enhanced in Content-Based Curriculum or School-Based Curriculum (KTSP) by means of which each educational unit is given freedom with respect to the ‘contents’ and ‘implementation’ of the school curriculum. For EFL teaching in Indonesia, both CBC and KTSP have presented quite a number of problems; one of which is that teaching EFL should be discourse-based in order to develop socio-cultural, actional, and linguistic competences manifested in ‘strategic competence’ for the central goal of ‘discourse competence’. With just these complex issues in mind, teachers have been puzzled by an obligation to change their views on Grammar of English, from Traditional Grammar (TG) to Systemic Functional Grammar (SFG) which views the use of language as ‘meaning making’ that is, when we use a language, we simultaneously involve three domains of meanings: ideational, interpersonal and textual. A number of in-service trainings on SFG have been held at national, regional or even school levels in order to equip the English teachers with the knowledge of SFG in response to the need of discourse-based EFL teaching. Universities which produce prospective teachers of English were also involved in projects of revising their curricula adding up SFG as a compulsory subject. With respect to the learning of SFG, especially at Undergraduate Level of Study, most students have found it difficult to understand, even the basic concepts of SFG upon reading, for example, the first few pages of Introduction to Functional Grammar (Halliday 1994) or Introduction to Systemic Functional Linguistics (Eggins 1994). No one is to blame; the students are faced with completely new things and concepts. Furthermore, they have acquired partial knowledge of TG which, in one way or another, contributes ‘negatively’ to the acquisition of SFG. This Understanding and Producing Language with Functional Grammar has been carefully designed to help the undergraduate students of the English Department (both education and non-education majors) learn the basic concepts of SFG. The English language which is used has been engineered to fit the intermediate level of English proficiency. This means that this book is of moderate readability among the sixth semester students of the English Department, and thus can be suitably used for both classroom and independent modes of study. Most importantly, not only does this book offer basic concepts of SFG, along with analytical frameworks but also is completed with sample analyses for each domain of meanings. The students, therefore, can adopt the analytical frameworks presented here in their own text analyses. The jungle is out there. This book is only one of those many which may be useful for the new beginners of SFG. Therefore, constructive criticisms for the betterment of this book will be highly appreciated. Semarang, August 2008 Liliek Soepriatmadji
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