Abstract
This study presents an investigation of interpersonal meaning-making in students’ writing analytical exposition text. The objectives of this study are to describe the common mood types and to describe modality realization used in the text. Nine texts from 144 texts were collected to analyze. The theories from Systemic Functional Linguistics are adapted as the framework to analyze the clause of the text. The findings of this study showed that students have used mood types which can be seen in the use of subject and finite as mood elements, and the use of predicator, adjunct, and complement as residue. The arrangement of mood element ad residue shows the mood type they used. Regarding to SFL theories, the common mood type in this study is declarative as its function of analytical exposition text to discuss topic critically and deeply from one point of view. The result showed that students have attempted to provide information in the text. In the terms of modality, the median modality has a higher frequency in this text than that of high modality and low modality. It indicates that the students have an effort to position themselves and build the relationship to the reader in the text. Moreover, the zero frequency of low modality shows that the students did not provide opportunities for readers to doubt their position in the text. In conclusion, problem –solving approach as the pedagogical implication is appropriate for students to improve cognitive aspects in terms of communicative skills, so students have been able to create the effective analytical exposition text which is intended to discuss something critically from one point of view.
Highlights
People engage through language during the communication process
This study looks into how students create interpersonal meaning when writing analytical exposition texts
The purpose of this study is to look into how students in the English Department realize interpersonal meaning when producing analytical exposition texts
Summary
People engage through language during the communication process. The English Education Departments strive to meet the needs of globalization by preparing future professional teachers, especially their writing abilities. People communicate by speaking or speech, and through written writing (e.g., newspapers, newsletters, magazines, and academic text). They serve a similar purpose in both speech and writing: to convey a message or a notion. It is critical to choose the suitable word choice for language in a certain context in order to convey the message. The English Department's curriculum teaches students how to write in order for them to be able to convey their thoughts or messages through meaningful prose. Students must create a text to persuade others that they are entitled to receive a relevant text from the students
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