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DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF LANGUAGE AND ARTS EDUCATION


INDONESIA UNIVESITY OF EDUCATION

Course Name
Code
Credit
Semester
Study Program/Degree
Instructors

: Functional Grammar
: IG510
: 2 Credits
:6
: Bahasa dan Sastra Inggris/S1
: Iwa Lukmana, Budi Hermawan

1. Goals
Upon the completion of this course, the students are expected:
(a) to have a solid understanding of the key topics in functional grammar
(b) to be able to analyse texts by means of functional grammar theory
(c) to be able to relate the analysis to the concerns of critical language awareness.
2. Contents:
This course will provide a step-by-step account of functional grammar, a meaning based study of
grammar that has recently been developed. The discussion focuses on three types of meaning, i.e.
ideational (further subdivided into experiential and logical meaning), interpersonal, and textual.
The course will also relate the study of Functional Grammar to critical awareness of language
use.
3. Learning Activities:
Lecturing, discussion, and working on assignments are the main sites of learning process.
Students are expected to submit chapter reports prior to the class, indicating that they have
necessary preparation to understand the topics discussed. The course also requires that students
apply their understanding of the key concepts through text analysis.
4. Prerequisite: Syntax, Introduction to Grammar.
5. Assessment
Chapter report
15%
(A summary of the chapter discussed, submitted before the class)
Three group assignments 45%
(Mood Analysis, Transitivity Analysis, and Theme and Rheme Analysis, submitted after the
chapter has been discussed)
Final test
40%
Students are required to attend at least 80% of the lectures in order to be eligible for the final
results.
6. Topics of the Lectures
Session(s)
Topics
1
Introduction to the course: rules and expectations,
syllabus overview, introduction to functional
grammar
2
Text and context: genre and register
3&4
Mood system: speech function, mood types,
mood elements, and mood and interpersonal
meaning.
5&6
Transitivity: concept of representation, processes,
participants, and circumstances.
7&8
Clause boundaries and clause complexes.
Clause boundaries (i.e. minor-major, dependentindependent, embedding).
Clause complexes (i.e. expansion, elaboration,
extension, enhancement, projection, taxis).

Source
Syllabus
Gerot & Wignell (1994)
Gerot & Wignell (1994)
Gerot & Wignell (1994)
Gerot & Wignell (1994)
Gerot & Wignell (1994)

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9&10
11
12
13
14
15
16

Theme and rheme: concept of clause as message,


types of theme, theme and mood, and theme and
text development.
Nominal groups: structure of nominal group and
nominalisation as grammatical metaphor.
Spoken and written language: modes of speech
spoken and written, grammatical intricacy, and
lexical density.
Cohesion: reference, lexical relation, and
conjunctive relation.
Genre: genre, elements of genre.
Functional Grammar (FG) and language
pedagogy; and FG and critical discourse analysis
(CDA).
Final Examination

Gerot & Wignell (1994)


Gerot & Wignell (1994)
Gerot & Wignell (1994)
Gerot & Wignell (1994)
Gerot & Wignell (1994)
Gerot & Wignell (1994)

6. Prescribed Textbook
Gerot, Linda and Peter Wignell. 1994. Making Sense of Functional Grammar. Cammeray, NSW:
Antipodean Educational Enterprises (AEE).
Suggested Readings
Halliday, M.A.K. 1985. An Introduction to Functional Grammar. 2nd edition. London: Arnold, a
member of the Hodder Headline Group.
Halliday, M.A.K., and Christian M.I.M. Matthiessen. 2004. An Introduction to Functional
Grammar. Third Edition. London: Arnold, a member of the Hodder Headline Group.
Martin, J.R., Christian M.I.M Matthiessen, and Clare Painter. 1997. Working with Functional
Grammar. London: Arnold, a member of the Hodder Headline Group.
Eggins, Suzanne. 2004. An Introduction to Systemic Functional Linguistics. 2nd edition. London:
Continuum.

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CHAPTER REPORT
Date: .
Name (full) : ...
Std. number : ...
Class
: ...
Course
: Functional Grammar
Chapter/unit : 2
Chapter Title : Mood
No
1

Key points
Mood element

Description
Mood element merupakan ... . .
. .. .. .... .
.. ...
. .. .. ..

* To be handwritten (Be legible!): key points in English, description in Bahasa Indonesia


* Ikuti struktur bab/buku
* Ditulis pada kertas folio bergaris (ukuran standar)
* Diserahkan sebelum kuliah dimulai

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COURSE DESCRIPTION
(SATUAN ACARA PERKULIAHAN)
Session

Topic

Objectives

Learning activities

Sources

Introduction to the course: rules and


expectations, syllabus overview,
introduction to functional grammar.

Students are aware of and understand the


class rules and the course expectation.
Students are able to identify the coverage of
functional grammar.

Student are informed about the


rules of the class and the
expectattion of the course.
Students discuss the coverage
of functional grammar.

Lecturers note

Text and context: genre and register.

Students are able to explain two types of


contexts and the relation of texts and
contexts.

Students discuss two types of


contexts and the relation of
texts and contexts.

Gerot & Wignell (1994)

3&4

Mood system: speech function,


mood types, mood elements, and
mood and interpersonal meaning.

Students are able to explicate speech


functions, elaborate mood types, demonstrate
the realtion of speech function and mood
types, analyse mood elements and relate
mood system to interpersonal meaning.

Students discuss the relation of


speech function to mood types,
analyze mood elements, and
the relation of mood and
interpersonal meaning.

Gerot & Wignell (1994)

5&6

Transitivity: concept of
representation, processes,
participants, and circumstances.

Students are able to explicate representation,


analyze participants, process, circumtances,
and relate transitivity to ideational meaning.

Students discuss
representation, analyze
transitivity elements, and
explore the relation of
transitivity and ideational
meaning.

Gerot & Wignell (1994)

7&8

Clause boundaries and clause


complexes.
Clause boundaries (i.e. minor-major,

Students are able to explain clause


boundaries, analyze clause complexes, and
explore the relation of clause analysis and

Students discuss clause


boundaries, analyze clause
complexes, and explore the

Gerot & Wignell (1994)

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dependentindependent,
embedding).
Clause complexes: (i.e. expansion,
elaboration, extension,
enhancement, projection, taxis).
Theme and rheme: concept of clause
as message, types of theme, theme
and mood, and theme and text
development.

meaning reconstruction.

relation of clause analysis and


meaning reconstruction.

Students are able to explain clause as


message, analyze texts based on theme and
rheme, and explain the relation of theme and
rheme analysis and textual meaning.

Students discuss clause as


message, analyze texts based
on theme and rheme, and
explore the relation of theme
and rheme and textual
meaning.

Gerot & Wignell (1994)

11

Nominal groups: structure of


nominal group, and nominalisation
as grammatical metaphor.

Students are able to analyze the structure of


nominal group, and explain nominalisation
as grammatical methapor (its relation to
transitivity analysis).

Students discuss nominal


group and explore
nominalisation as grammatical
methapor.

Gerot & Wignell (1994)

12

Spoken and written language:


modes of speechspoken and
written, grammatical intricacy, and
lexical density.

Students are able to analyse the structure of


spoken texts, and demonstrate the relation of
mode of speech and grammatical intricacy
and lexical density.

Students compare spoken and


written modes of
communication, and analyse
grammatical intricacy, and
lexical density.

Gerot & Wignell (1994)

13

Cohesion: reference, lexical relation, Students are able to analyze reference


and conjunctive relation.
structure, lexical relation, conjuctives
relation, and relate them to cohesion.

Students analyse reference


structure, lexical relation,
conjunctive relation, and relate
them to cohesion.

Gerot & Wignell (1994)

14

Genre: genre; elements of genre.

Students are able to explain the concept of


and analyse different text genres.

Students discuss genre and


analyze different text genres.

Gerot & Wignell (1994)

15

Functional Grammar (FG) and

Students are able to explain the relation of

Students discuss the relation

Gerot & Wignell (1994)

9&10

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language pedagogy, and FG and


critical discourse analysis (CDA).

16

Functional Grammar and language teaching,


and Functional Grammar and Critical
Discource Analysis

of Functional Grammar and


Language Teaching, and
Functionnal Grammar and
Critical Discourse Analysis

Final Examination

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