CLAUSE COMPLEXES IN REPORT TEXTS WRITTEN BY EFL STUDENTS OF SECONDARY EDUCATION
In the process of writing, EFL learners may find themselves writing with a degree of complexity by constructing sentences with multiple clauses, or in other words, forming compound or complex sentences. In systemic functional linguistics, such sentences correspond to clause complexes, a group of cla...
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2022-04-01.
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| Summary: | In the process of writing, EFL learners may find themselves writing with a degree of complexity by constructing sentences with multiple clauses, or in other words, forming compound or complex sentences. In systemic functional linguistics, such sentences correspond to clause complexes, a group of clauses that are systematically linked in a meaningful way. This research aimed to investigate the formations of clause complexes within EFL learners' writings. A qualitative document analysis with Halliday's clause complex theory as its basis was employed in order to investigate the substance and prominence of clause complexes, including their interdependency and logico-semantic relations, within six report texts written by six tenth grade students of a public high school in Cirebon, West Java, Indonesia. The six students were divided into three equally-sized achievement groups: low-achieving, middle-achieving, and high-achieving groups. This study found that, in every achievement group, clause complexes account for the minority of all sentences within the analyzed texts, with the rest of the sentences being clause simplexes. It was also found that students favor hypotaxis over parataxis, and expansion over projection. Hypotactic enhancement was found to be the most realized logico-semantic relation, followed by paratactic extension. These findings were consistent with those revealed by previous studies with similar focus. There was, however, a new finding that implied an inversely proportional relationship between the number of clause complexes and student's level of achievement. Further research on this particular area of interest is needed to confirm this finding. |
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| Item Description: | http://repository.upi.edu/72088/1/S_ING_1702718_Title.pdf http://repository.upi.edu/72088/2/S_ING_1702718_Chapter1.pdf http://repository.upi.edu/72088/3/S_ING_1702718_Chapter2.pdf http://repository.upi.edu/72088/4/S_ING_1702718_Chapter3.pdf http://repository.upi.edu/72088/5/S_ING_1702718_Chapter4.pdf http://repository.upi.edu/72088/6/S_ING_1702718_Chapter5.pdf http://repository.upi.edu/72088/7/S_ING_1702718_Appendix.pdf |