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Textual Meaning of English Textbook Instruction

(A Case of Buku Bahasa Inggris Kelas X by Indonesian Ministry of

Education and Culture)

Iftita Kharisma Rosi, Yusnita Sylvia Ningrum 

English Department, Faculty of Languages and Arts, Universitas Negeri Semarang, Indonesia

Article Info

________________
Article History:

Received in 16 August 2019

Approved in 29 November

2019

Published in 30 November

2019

________________
Keywords: textual meanings;
theme choice; textbook
instructions; students’ English
textbook.

____________________

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.

© 2019 Universitas Negeri Semarang

 Correspondent Address: ISSN 2252-6706
B8 Building FBS Unnes

Sekaran, Gunungpati, Semarang, 50229

E-mail: e.teacher.ichsan@gmail.com

ELT FORUM 8 (2) (2019)

Journal of English Language Teaching

http://journal.unnes.ac.id/sju/index.php/elt



Iftita Kharisma Rosi / ELT Forum 8 (2) (2019)

185

INTRODUCTION

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. Brown (2001) argued that the most supportive materials for ELT (English
Language Teaching) is textbook. Moreover, 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 also 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 specifically Textual function.

Instruction in textbook is significant for learners. It is mentioned by Reigeluth and
CarrChellman (2009) who state that instructions show how to help learners learn, which
means identifying ways to help learners construct knowledge. So, it helps the learners a lot in
achieving the learning objectives based on the curriculum because instructions and curriculum
has an intimate relationship (Flake, 2017). Therefore, the good instructions are necessary, and
the characteristics are mentioned as follows.

1) Story (a progression of the telling of events) (Levy, 1996).
2) carrying out activities clearly and concisely but adequately articulated (Tomlinson,

2003).
3) A thorough understanding of the procedure in all its technical detail.
4) Our ability to put ourself in the place of the reader, the person trying to use our

instructions.
Those characteristics of good instructions should be had in the textbook instructions

including in the English textbook. The English textbook used by the Indonesian students to
learn English at schools is the English textbook published by Indonesian Ministry of
Education and Culture, entitled Bahasa Inggris (Hasmiati et al, 2015). Some English textbook
investigations had been conducted in terms of instructions, tasks, and activities. However, one
of the research found that the English textbook instruction was not good enough for students
since it did not help them to build their critical thinking (Maharani et. al, 2018). Therefore,
this research aims to analyse the English textbook instructions more based on another point of
view which is Textual function.

Textual function is regarded as an enabling or facilitating function since both the
others–construing experience and enacting interpersonal relations – depend on being able to
build up sequences of discourse, organizing the discursive flow, and creating cohesion and
continuity as it moves along (Halliday, 2014). The textual function has the main systems
which are Theme and Rheme (Halliday, 1994). According to Halliday and Matthiessen (2014)
say Theme is the element that serves as the point of departure of the message; it is that which
locates and orients the clause within its context. Moreover, Gerot and Wignell (1994) agreed
that Theme can be divided into a number of categories: Ideational, Textual and Interpersonal.

METHODS

This study is objectively to describe the social phenomena in the textbook through the
researcher’s point of view. It uses discourse analysis in analyzing the data, and it is also
helped by quantitative data in the findings. Moreover, this study is using multiple perspectives
in a research project about SFL analysis of English textbook.

This study uses the student textbook entitled Bahasa Inggris Kelas X 2017 revision
published by Indonesian Ministry of Education and Culture as the object of the study. It is
analyzing the instruction clauses in Chapter 1-7 (the first semester). In analyzing the data,
first, the researcher identifies the clauses of instruction part in Chapter 1-7. Second, the
researcher is coding the identified clause with Theme and Rheme under the clause in form of
table. Then, the researcher calculate the percentages of each Theme type in the instruction
clauses. Finally, the researcher analyses how the textual meanings within the instruction part
of English textbook support the learning objectives.



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186

In analysing the data, the researcher uses tables to code the clauses with Theme and
Rheme. For example.

Listen to your teacher explanation
Theme Rheme

FINDINGS AND DISCUSSION

The analysis of Theme Rheme in the English textbook instructions are done by using M.A.K.
Halliday’s theory, 2014. This part consists of Theme choices and Theme choices and learning
objectives.

Theme Choices

According to Halliday (2014), there are three types of Theme: Ideational (Unmarked and
Marked), Textual, and Interpersonal Theme. Those types of Theme are found in the English
textbook instructions as follows.

Table 2. Theme choices in English textbook instructions

Chapter
Topical

Textual Interpersonal TOTAL
Marked Unmarked

1 3 3% 92 78% 23 19% 0 0% 118

2 3 3% 73 78% 17 18% 1 1% 94

3 4 6% 52 79% 9 14% 1 2% 66

4 13 8% 109 71% 28 18% 4 3% 154

5 2 2% 67 77% 16 18% 2 2% 87

6 4 7% 45 75% 11 18% 0 0% 60

7 5 7% 58 77% 10 13% 2 3% 75

TOTAL 34 5% 496 76% 114 17% 10 2% 654

As showed in the Table above, all types of theme were found in the clauses of
instruction part in the English textbook. The types of theme are Topical (Marked and
Unmarked), Textual, and Interpersonal Theme which occurs differently in each chapter of the
textbook.The most frequent Theme choice is Unmarked Topical Theme (76%). Halliday
(2014) mentions that imperative moods commonly use Unmarked Topical Theme. It occurs
in the data analysis with verbal group as the most frequent thematized element in the
Unmarked Topical Theme, for examples:

1) listen to your teacher’s explanation;
2) write down the English words for the following Indonesian words.

Then, the next frequent Theme is Textual Theme (17%). Textual Theme works
cohesively to relate the clause to its context. It occurs in the textbook instruction to connect
one clause to another. The most frequent thematized element in the Textual Meaning is
structural, for examples,

1) and show you how to play Chinese Whisper;
2) then answer the questions following that.

The next frequent Theme is Marked Topical Theme (5%). Marked Topical Theme is when a
clause is started with adverbial group or prepositional phrase or complement. While the most
frequent thematized element in Marked Topical Theme is prepositional phrase, for examples,



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187

1) at the end of this chapter, ask yourself the following questions to identify how effective
your learning process is;

2) in turns, give a compliment to your classmates.

Last, the least Theme choice is Interpersonal Theme (2%). Interpersonal Theme has three
elements, they are Finite, Modal Adjunct, and Vocative. While in the English textbook instructions,
Interpersonal only occurs 10 times and the most thematized element is Finite, for examples,

1) don’t hesitate;
2) do you know these places?

Theme Choices and Learning Objectives
Thus, all Theme types occur in the English textbook instructions. Those Theme choices will define
the main point of the message in the clause that the writer wants to deliver. It becomes important in
instruction clauses because it supports the learning objectives of the English textbook. It is explained
by Flake (2017) that it helps the learners a lot in achieving the learning objectives from the
curriculum since it has an intimate relationship.

From the findings, it is found that in the instructions, the most frequent Theme is Unmarked
Topical Theme (76%) which thematized the verbal group. Instructions has the main characteristics
which are clear and concise (Tomlinson, 2003), and it is imperative. It has the Theme choice in the
initial part of the clause which commonly becomes Unmarked Topical Theme (Halliday and
Mattheissein, 2014). Therefore, the English textbook instructions support the learning objectives
because it is clear and concise based on the Unmarked Topical Theme found.

The next finding, it shows that the Textual Theme is also found (17%) in the English textbook
instructions. Textual Theme indicates the way clauses link inherently (Halliday, 2014). While the
good instructions which support the learning objectives should indicate ‘story’ or a progression of
an events (Levy, 1996). Therefore, it is reasonable if the Textual Themes are also found in the
instructions. It means that the English textbook instructions fit into the good and supportive
instructions to the learning objectives.

Furthermore, Marked Topical Theme is also found (5%) in the English textbook instructions.
Marked Topical Theme in imperative sentences may be found when Adjuncts are found in the
clause with an explicit subject (Halliday, 2014). It is used to organise the text explicitly from the
perspective of time, emphasising the chronological sequencing of the instructions. Instructions needs
a thorough understanding in all its technical detail to support the learning objectives in the textbook.
Thus, the English textbook instructions are considered to be supportive for the learning objectives
since it also contains Marked Topical Theme.

Then, Interpersonal Theme is found least of all (2%). Interpersonal Theme projects the
writer’s angle on the value of what the clause is saying (Halliday, 2014). In instructions, the ability to
put ourself in the place of the reader, the person trying to use our instructions, is needed. Thus, it is
reasonable why the Interpersonal Theme is found least of all in instructions. To make a supportive
instructions for achieving the learning objectives, it is not regularly used because the writer wants to
deliver the instructions for all the readers, not for a certain person only.

From the explanation above, the relation of the English textbook instructions and learning
objectives can be considered as a good relation. The instructions which consist of Unmarked Topical,
Textual, Marked Topical, and Interpersonal Themes with its own percentage fit the characteristics of
good instructions which support the learning objectives of the English textbook.

The results of Theme Rheme analysis from the English Textbook instructions revealed
interesting Thematic choices. The instructions of English Textbook entitled Bahasa Inggris for Tenth
Graders Senior High School published by Indonesian Ministry of Education and Culture contains
all Theme types. However, each Theme type has different percentage. The most significant and
frequent Theme choice is Unmarked Topical Theme. It is common to happen in instructions since it
is imperatives (Halliday, 2014). It indicates the clearness and conciseness of the instructions to
support learning objectives. While the least frequent Theme choice is Interpersonal Theme. It
indicates that the instruction writer is able to understand the position of the readers/students. Thus,
it can be revealed that the instructions in the English textbook for Tenth Grade published by The
Indonesian Ministry of Education and Culture have good instructions to achive learning objectives.
Moreover, it can be also supported by another studies conducted by Sari (2018), and Ayu and
Indrawati (2018) which revealed that the English textbook activities and tasks are considered as a



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188

good level. Their results support the current study because clear instruction and varied activities and
tasks cannot be separated from the good textbook categories (Ur, 1996).

The results of this analysis is different from the previous study conducted by Maharani et.al
(2018) which cocluded that the instructions in the English textbook is considered as not good
instructions based on how it builds students’ critical thinking. It is different because they used Bloom
Taxonomy, Tomlinson (2003), and Richard (2001) theories to evaluate the instructions of English
textbook. They concluded that the English textbook instructions were considered not helping the
students’ critical thinking enough. In short, based on the textual meaning analysis, the instructions
of English textbook is classified as good instructions.

From the explanation above, the results of this study contribute in education field especially
for the English students, teachers, and English languange teaching. It can help the students in
learning English or to achieve the learning objectives in ELT. Students are demanded to be more
active than the teacher as the use 2013 curriculum. They have to explore by themselves more than
depending on teacher’s explanation. Thus, they will be helped by the good instructions in English
textbook to understand the materials and do the activities/tasks well. The results can also be inferred
that good instructions from Textual meaning point of view is important since it helps the readers to
more focus to the main topic of the clause message. For the English teachers, it can help them to
understand about the English textbook instructions and to create good instructions especially based
on Textual meaning. Moreover, it also contributes in supporting the succeed of ELT since the good
instructions means a lot in achieving the learning objectives.

CONCLUSION

The study analyzes Theme choices in Chapter 1-7 of English textbook instructions for Tenth Grade
published by the Indonesian Ministry of Education and Culture. According to the data analysis and
the results of the study in the previous chapter, the conclusions can be drawn as follows.

First, the English textbook instructions in Chapter 1-7 consist of Unmarked Topical (76%),
Textual (17%), Marked Topical (5%), and Interpesonal Theme (2%). The Unmarked Topical Theme
is the most frequent Theme choice in the English textbook instructions. While the Interpersonal
Theme is the least of all.

Second, the Theme choices in the English textbook instructions in Chapter 1-7 meet the
characteristics of good instructions. The instructions are commonly imperatives, and regularly using
Unmarked Topical Theme (Halliday and Mattheissein, 2014). Moreover, the Textual Theme is also
needed since the good instructions should link inherently to indicate the progression of the events
(Levy, 1996). Then, the Marked Topical Theme is found because the good instructions should be
organized chronologically because it needs a thourough understanding in all its technical detail. Last,
Interpersonal Theme also exists as the good instructions requires the ability of the writer to put
themself in the position of the readers. Thus, the Theme choices found in the analysis meets the
characteristics of good instructions which supports the learning objectives (Flake, 2017).

From the conclusions above it can be inferred that the English textbook instructions is
significant to support the learning objectives. Furthermore, it can be analyzed through the Textual
meaning underlying in the instruction clauses. Thus, the English textbook instructions in Chapter 1-
7 for Tenth Grade published by the Indonesian Ministry of Education and Culture are categorized as
good instructions from the Textual function point of view.

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