Tri Hidayanti, 2201416149 (2022) TRANSITIVITY ANALYSIS OF SONGS IN SEVENTH GRADE ENGLISH TEXTBOOK AND THEIR COMPATIBILITY WITH CURRICULUM 2013. Under Graduates thesis, Unnes.

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Abstract

This discourse study was conducted to reveal the message of songs in English Textbook through Transitivity System and their compatibility with Curriculum 2013. This study applied the documentation technique in collecting the data. The data source is an English Textbook titled Bahasa Inggris: When English Rings a Bell for the Seventh Grade Junior High School Students. The data of the study were four songs found in the English textbook. They were analyzed and interpreted based on Halliday’s (1994) Ideational Meaning framework from a Systemic Functional Grammar (SFG) perspective. There were 97 clauses contained in the four songs. Those clauses were then analyzed into three elements of the Transitivity System: Processes, Participants, and Circumstances. The result of the analysis shows that the most dominant Process that appears in Song 1 (Good Morning) is Verbal Process (100%), and Receiver (100%) becomes the most Participant that appears in the song lyrics. Following the previous result, the most dominant Process that occurs in Song 2 (How Are You) is Relational Process (54.5%), and the highest Participant that occurs is Carrier (46.2%). The song lyrics of Song 1(Good Morning) and Song 2 (How Are You) tell about greeting since most of the song's lyrics show greeting as a verbalization process. Meanwhile, the highest Process in Song 3 (What a Wonderful World by Louis Armstrong) is Mental Process (48%). The most dominant Participant is Senser (32.4%), which is related to the dominant Process. One Circumstantial Element is found in "What a Wonderful World," which is Cause (100%). “What a Wonderful World” describes that the world is beautiful. It is revealed that the most dominant Process in the song lyrics is the Mental Process. We can feel and sense the beautiful world that is described by each lyric in the song. In addition, the most dominant Process in Song 4 (Count on Me by Bruno Mars) is the Mental Process (37%). The most dominant Participant is Senser (28.2%), which is also related to the dominant Process. The highest Circumstantial Element in the “Count on Me” is Manner (46.2%). “Count on Me" tells about friendship and what real friends should do to their best friends. It is also revealed that the most dominant Process in the song lyrics is the Mental Process. We can feel a true friend who is always there for us no matter what. Furthermore, all songs in the English textbook are also relevant to the Basic and Core Competencies that students should be achieved based on the curriculum.

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