Abstract
This study is about analysis of textual meanings in English textbook instructions. The main purpose of this study is to analyse the textual meanings found in the textbook instructions to support the learning objectives. Textual meaning is indicated by Theme and Rheme within the clauses. Halliday and Matthiessen (2014) said that theme is coded by three elements, they are topical, textual and interpersonal. The student textbook entitled Bahasa Inggris Kelas X 2017 Revision published by The Indonesian Ministry of Education and Culture was chosen as the object of the study because it is the most widely used textbook in state shools in Indonesia. Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook.
 The findings show that the English textbook instructions in Chapters 1-7 contains Unmarked Topical Theme (76%), Textual Theme (17%), Marked Topical Theme (5%), and Interpersonal Theme (2%). Unmarked Topical Theme is the most dominant type of Theme found in the clauses which is realized by verb. It is in line with the dominant mood type of the instruction, that is imperative which thematized verb in the clauses (Halliday and Mattheissein, 2014). It can be inferred that the instructions are clear and concise which meant that the instructions were good enough to support the learning objectives (Flake, 2017). Thus, it is concluded that instructions in Chapters 1-7 have good choices of Theme which meets the characteristics of good instructions to support the learning objectives
Highlights
In a teaching and learning process, media are used by teachers to support and help the teaching process
Considering the importance of instruction and, to my knowledge, there has not been any studies on the analysis of textbook instruction, this study focused on the investigation of the textbook instruction from Systemic Functional Linguistics (SFL) point of view Textual function
Those types of Theme are found in the English textbook instructions as follows
Summary
In a teaching and learning process, media are used by teachers to support and help the teaching process. They may be in various forms, such as textbooks, power point, video, or even flashcards. A good textbook should contain clear instruction, systematic coverage of syllabus, and adequate guidance for the teacher (Ur, 1996). Clear instruction plays a signifanct role since it helps students to achieve the learning objectives based on the curriculum (Tyler, 2013). Considering the importance of instruction and, to my knowledge, there has not been any studies on the analysis of textbook instruction, this study focused on the investigation of the textbook instruction from Systemic Functional Linguistics (SFL) point of view Textual function
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
