Penyang, 2201506009 (2009) CONTEXT OF SITUATION DISPLAYED IN THE DIALOGUES FOUND IN GRADE VII ENGLISH TEXTBOOK ENTITLED “ENGLISH ON SKY” PUBLISHED BY ERLANGGA. Masters thesis, Universitas Negeri Semarang.

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Abstract

The teaching of English for junior high school is aimed at achieving a functional goal. It means the students should be able to produce text to cope with daily matters. The text which is produced can be either transactional or interpersonal. The produced text occurs in a context. The context involves: field, tenor and mode. These are called context of situation. The goal of this thesis is to analyze the contexts of situation components which are displayed in the dialogues found in English textbook entitled “English on Sky” published by Erlangga. To get the finding of this thesis objectively, I conducted a research, applying the descriptive qualitative approach. The data used was in the form of discourse, sentence, phrase and words gained from dialogues 1-10 found in English textbook, entitled “English on Sky 1”, and published by Erlangga Publisher. Method of data Collection was documentation (book). The data were analyzed using the Context of Situation analysis as formatted by David Butt (120-140). The data were analyzed in terms of lexicogrammar description and contextual description. The lexicogrammar describes the transitivity, mood and theme of the dialogues. The contextual description interprets the situation within transitivity, mood and theme of the dialogues presented in the English textbook for grade VII entitled “English on Sky” published by Erlangga. Based on the analysis, it was found that the transitivity conducted by the participants in the dialogues is predominantly material. This indicates that the participants in the dialogues concentrate on actions. The tenor or the participants portrays the relationship between students. They mostly do “giving information” rather than “demanding information”. The mode or textual presented in the textbooks are mainly spoken. The result of the analysis is expected to be useful to add to teacher’s and students’ knowledge of discourse analysis concentrating on field, tenor and mode. It is expected also that the knowledge of context of situation will help the students to achieve discourse competence as what the curriculum expected.

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