Unlocking Text Entitled “Children Learn What They Live”


https://i2.wp.com/img3.etsystatic.com/000/0/6018989/il_fullxfull.283620907.jpg

Unlocking Text Entitled “Children Learn What They Live”

Nawang Wulan

nawangwulan19@gmail.com

English Education Program

Post Graduate Program – Semarang State University

The process of exchanging meaning in a text can be obtained by unlocking how a text is constructed in organizing the ideas to convey the meaning. This can be obtain by analyzing the “bottom-up lexico-grammatical microlevel intersects with the top-down signals of the macrolevel of communicative intent and Sociocultural context to express attitudes and messages, and to create texts” (Celce-Murcia, 1995: 13).

Cohesion device in this text can be found in the use of reference, in terms of anaphoric relations. The word they in sentence “If children live with security, they learn to have faith in themselves and in those about them” refers to children. It is replaced with personal pronoun they to avoid repetition. It is called substitution. It is also replaced with themselves as the reflexive pronoun and them as the object of the preposition about (function as object pronoun). There’s also a spatial reference (those).

All sentences are written in form of affirmative sentences in which the verb comes after the subject, and active voice where the subject is the doer. The sentence pattern of this text is complex sentences, for instance, if children live with criticisms is called subordinate clause, while they learn to condemn is called main clause. The word if is called a subordinator or subordinating conjunction. The if clause in the sentences can also be called adverbial clauses of condition. The other clause is referred to as the conditional clause because this is the part of the sentence that refers to some type of possibility or reality.

The writer uses parallelism which repeats a sentence structure or syntactic repetition. He also uses the lexical chain which has semantically similar meaning, such as pity – sorry, jealousy – envy, and so on. From the development of theme and rheme we can see that it is linear where the theme will stay to be theme in the next clause, and so be the rheme.

In this text, I can find the content words (nouns, verbs, adjectives) and function words (pronouns and prepositions). There are some kind of nouns; countable, or uncountable, singular or plural, and concrete or abstract nouns, as well as noun phrases. Some nouns are derived from verbs and adjectives by putting the derivational suffixes, such as encouragement, fairness, and so on. The tense used is simple present tense which refers to general habits, customs, characteristics, or truths. It is indicated by the simple form of the verbs. There are some intransitive verbs which are followed by complement and some stative or linking verbs that are followed by adjectives. Some adjectives are also found in the text. They come after certain verbs.

In my opinion, this text belongs to an informative text, because it aims to give the information to the readers. This text is appropriate for the parents and teachers because the context provides so information on what they should do to the children. It is developed in ‘cause and effect’ pattern.

The pedagogical implications of doing this analysis can be elaborated as follows: (a) It encourages learners to develop language awareness exploring relationships between form, meaning and use, which enables language learners to find the primary features of the text types, (b) It also enables students study the communicative situation of the text: genre and its intertextual links, (c) It encourages the students to pay attention on the formal and semantic features of the text: connectors, modality, and vocabulary, (d) it enables language teachers and material designers to explain genres that are essential and relevant to particular learners’ needs and to include them in class content and textbooks.

About nawangwulan19

Be GREAT in ACT, as you've been in THOUGHT!!!

Posted on April 13, 2013, in Learning English, Uncategorized and tagged , , , . Bookmark the permalink. Leave a comment.

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: