GRAMMATICAL METAPHOR IN ENGLISH TEXTBOOK
OF JUNIOR HIGH SCHOOL
A Thesis
Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
by:
PURNAMA RIKA PERDANA
Registration Number: 8126112025
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
GRAMMATICAL METAPHOR IN ENGLISH TEXTBOOK
OF JUNIOR HIGH SCHOOL
A Thesis
Submitted to the English Applied Linguistics Study Program in
Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
by:
PURNAMA RIKA PERDANA
Registration Number: 8126112025
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
ABSTRACT
Perdana, Purnama Rika. Grammatical Metaphor in English Textbook of Junior High School. A Thesis. English Applied Linguistics Study Program, Postgraduate School, State University of Medan. 2014.
This study investigates grammatical metaphor in the English textbook of Junior High School.
The objectives of the study are to identify what grammatical metaphor are used in Junior
High School English textbook, to describe the way those grammatical metaphor are used, and
to explain the reason why the English textbook of Junior High School uses those grammatical
metaphors. The research was conducted by applying descriptive qualitative design. The data
for this study were texts which were taken from an English textbook for Junior High School.
The data were collected by selecting the texts contained in the textbook based on tiheir
subjects, then retyping the passage of the text, editing the passage by breaking down the
clauses into a data, and finally printing out the data. After the data had been collected, they
were analyzed by some procedures; identifying the grammatical metaphor in the data,
rewording or unpacking the data into a congruent form, making comparisons between the two
forms, classifying the classes of grammatical metaphor and its functions. Then, analyzing the
strategy of grammatical metaphor coded in the data, and analyzing the reason the
grammatical metaphor is used in the English textbook. The findings of the study show that
there are five grammatical metaphors used in the English textbook, namely the realization of
epithet = thing, event = thing, event = epithet, head = modifier, and manner = epithet. It is found that the reason why the English textbook uses the grammatical metaphors is in order to
make the information compact or denser. Moreover, the English textbook directs the students
to a scientific writing model which is mostly applied in their higher educational level.
ABSTRACT
Perdana, Purnama Rika. Grammatical Metaphor in English Textbook of Junior High School. A Thesis. English Applied Linguistics Study Program, Postgraduate School, State University of Medan. 2014.
ACKNOWLEDGEMENT
Alhamdulillah, all prise is due to Allah S.W.T, the Merciful one who has blessed the
writer along the process of finishing this work.
The writer would like to thank her thesis advisers, Prof. Amrin Saragih, M.A, Ph.D
and Prof. Dr. Sumarsih, M. Pd, for all briliant ideas and advice during the research process.
Working under their guidence made the writer learn many things.
Sincere thanks goes to Prof. Dr. Busmin Gurning, M.Pd, Dr. Sri Minda Murni, M.S,
and Dr. Siti Aisyah Ginting, M. Pd, for their suggestions. It has been an honor to be their
Master student.
The writer would like to acknowledge the academic support of Postgraduate School
Universitas Negeri Medan, especially the academic staff of LTBI. Thank you for every single
help and service along the study process.
The writer also appriciates all support from her family and fellow friends elsewhere.
Without their kindness and encouragement, this research could not be finished in time.
Last, but by no means least, It would not have been possible to write this thesis
without the help and support from the kind people around, Danke !
Medan, April 2014
The writer,
CHAPTER IV DATA ANALYSIS, FINDING AND DISCUSSION... 26
4.1. Data Analysis ... 26
4.1.1 Kinds of Grammatical Metaphor Used in English Textbook of Junior High School... 26
4.1.2 The Way Grammatical Metaphor Used in the English Textbook of Junior High School ... 29
4.1.3 The Reason Why the English Textbook Uses Grammatical Metaphor ... 44
4.2. Research findings ... 44
4.3. Discussion ... 45
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 48
5.1 Conclusions ... 48
5.2 Suggestions ... 49
REFERENCES ... 50
LIST OF TABLE / FIGURE
Table 2.1 (a) Congruent Coding of Grammar ... 10
Table 2.1 (b) Grammatical Metaphor Coding ... 11
Figure 2.1 (c) General Drift of Grammatical Metaphor: (1) Status, (2) Rank. ... 12
CHAPTER I
INTRODUCTION
1.1.Background of study
Grammatical metaphor is one of linguistic phenomenon that cannot be separated from
human life. Grammatical metaphor is used by people in daily communication; written or
orally. It can be found in a novel, economic or historical text, students' textbook, speech,
lyric, poem, etc. Grammatical metaphor is needed to help people to understand how a text
creates meaning and all meaning is situated in context of situation.
Since language is the system of semantic structure that covers the entire system of
meaning of words, grammar and vocabulary, the relation between meaning and words is
not an arbitrary one, the form of grammar relates natural to the meaning which is being
coded. Halliday (1985: xvii) states that language is a system for making meaning; a
semantic system with other systems for encoding the meaning it produces. Thus, the
function of language is to convey meaning uttered by a person to another one.
Language is a mean of communication that has been used almost in all aspect of
human life. In educational sector, language can be used to develop not only student's
intelligence but also their social and emotional capabilities. Language supports student's
achievement in learning all subjects. It helps students express their ideas or emotion
while communicating in society. This is related to the meaning of communication that
formulated by Departemen Pendidikan Nasional (2008: 307) that communication is the
science, technology, and culture, while the essential meaning of language learning is
expected to assist a student to know himself, his culture, and other's culture.
According to Departemen Pendidikan Nasional, language learning in junior high
school is aimed to make the students successful in achieving all information in functional
level of literacy. In this level, the students are able to use language to fulfill daily
information needs by reading newspaper or textbook, understanding signs, warnings, etc.
Those activities involve the process of interpreting and comprehending spoken or written
discourse in social life through four language skills, which are used as the major point in
developing students' literacy.
A study about grammatical metaphor has been conducted by Amin (2010). This
research focused on grammatical metaphor coding in senior high school English
textbook. The researcher identified the types of grammatical metaphor used and
described the way grammatical metaphor used in English textbook of Senior High
School. The findings of this research showed that from all 13 types of grammatical
metaphor, only 8 types which are used in the textbook. This research summarized that the
reason why an English textbook used grammatical metaphor is due to make the
information compact so that the students can understand all the information on the text
easily. This previous research indicates that there must be different types of grammatical
metaphor used in different textbook.
Another previous grammatical metaphor research was done by Purnawan (2012).
This research investigated grammatical metaphor in written text and aimed to find
grammatical metaphor coding in an English business text and how this code work in the
among different register in the kinds of grammatical metaphor that is encounter. From
this finding, the writer assumes that there should be another variation code among
different discourse in the kinds of grammatical metaphor.
One of interesting phenomena in Rantauprapat observed by the writer is that all
Junior High School use the same English textbook as learning source. This is based on
the local government instruction for all Junior High School, both state and private; to use
the same English textbook named English in Focus as the handbook. This book was
published by Pusat Perbukuan Departemen Pendidikan Nasional on 2007 and still be used
until now.
Based on the writer observation in Rantauprapat, many students got difficulties in
comprehending the texts found in their textbook. They are unable to understand the
content of the textbook. In contrast with the aim of language learning for junior high
school stated by Departemen Pendidikan Nasional (2008), all junior high school students
should be able to achieve functional level of literacy and access information through
language skills. In terms of comprehending meaning and accessing knowledge, one of
important language skills that help students reaching the literacy level is reading the text.
Because metaphor is an irregularity of content that consist of the use of a word in a
sense different from its proper one and related to it in terms of similarity, all grammatical
metaphor coding can also be found easily in a written text. Here are some of grammatical
metaphors found in English in focus for grade IX:
1) In his hunger, he destroy all the houses and even all the temples.
2) The existing motifs that remain today are influenced most with religious style.
(Woodcraft, page 42, paragraph 2, line 3)
From example (1) the meaning was clear that In his hunger, he destroy all the
houses and even all the temples. this metaphorical form can be unpacked into the
congruent one. It can be said that at In hungry condition, he (the Giant) destroyed all the
houses and even all the temples. From the perspective of Halliday about grammatical
the text. Hungry is an adjective and functions as epithet while hunger is a noun functions
as thing. Hungry is incongruently represented by hunger.
Example (2) The existing motifs that remain today are influenced most with
religious style has clear meaning that motif which exist and remain today are influenced
most with one of major factor in arts that is religious style. This happen since in reality,
each motif in woodcrafting has its own character related to the religion effect at that time.
So, example (2) can be categorized into: (exist → existing)
Class metaphor : [event → epithet]
Function metaphor : [verb = adjective]
Both example (1) and (2) were taken from an English textbook for Junior High
School. These examples show us that grammatical metaphor coding can be found in
make an assumption from linguistic perception that the theory of grammatical metaphor
stated by Halliday can also be applied in different linguistic condition, based on example
(1) and (2) taken from an English textbook. Because textbook is one of learning sources
that often used in the classroom, it is very important to consider that the failure in
comprehending a text means the failure in accessing the whole information. That is why
understanding the text on the textbook is crucial especially for the students of grade IX
who will face national examination.
From the writer's observation and the finding of previous researches, the writer sees
that each written text has different grammatical metaphor coding and kinds that build up
exact meaning of the whole text. Textbook as a discourse consists of many texts that
present different grammatical aspect. As students' learning source, textbook is another
way to represent experiences. A good textbook will help students to study well. The way
a textbook is written is closely related to the grammatical metaphor which assists students
understanding.
Meaning on a textbook is often coded in certain ways through words. The way the
message or meaning delivered in a text usually becomes more practical or simple but
sometimes it becomes more difficult to be understood by the students. Because there are
a lot of information and knowledge stated on a textbook as students learning source, it is
assumed that a better understanding of a text grammatically will provide better
information that help student to comprehend the meaning of the whole text. Better
understanding of text meaning will give benefit for students to reach the level of literacy.
investigate the code used in a textbook, relate to students difficulties in understanding
a text.
1.2.Problems of the study
The problems of the study is formulated as the following.
1. What kinds of grammatical metaphor are used in English textbooks of the Junior
High School?
2. How are the grammatical metaphors realized in the textbook?
3. Why are grammatical metaphors used in the textbook as they are?
1.3.Objectives of the study
In relation to the problems, the objectives of the study are.
1. to describe the types of grammatical metaphors used in the English textbooks of
the Junior High School.
2. to describe realizations of grammatical metaphors used in the textbooks.
3. to explain the reason for the use of grammatical metaphors.
1.4.Scope of the study
The field of this study needs to be limited only to analyze grammatical metaphor
in an English textbook of grade IX of Junior High School. The writer chose English
textbooks because it has an important role as a source of knowledge for students of
junior high school in learning a language. Since there are a lot of English textbook
metaphorical coding in "English in Focus For Grade IX Junior High School" which is
published by Pusat Perbukuan Departemen Pendidikan Nasional.
1.5.The significance of the study
The findings of this study are expected to be useful theoretically and practically in
some respects. Theoretically, findings of the study are expected to:
1. add up more horizons in the use of metaphor in textbook.
1. become references for further studies.
Practically, the findings of the study:
1. can highlight the use of metaphor in education.
2. can be references for textbook writer.
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
5.1 Conclusions
With reference to the research findings, some conclusions are drawn as the
following.
1. There were five grammatical metaphors used in English textbook of junior high
school, namely 1) realization of epithet = thing, 2) realization of event = thing, 3)
realization of event = epithet, 4) realization of head = modifier, and 5) realization
of manner = epithet.
2. The way grammatical metaphor used in English textbook of junior high school is
by replacing grammatical function of metaphor of 1) epithet with thing, 2) event
with thing, 3) event with epithet, 4) head with modifier, and 5) manner with
epithet.
3. The reason why English textbook of junior high school used grammatical
metaphor is in order to make the information contained on it more compact or
denser, also to give readers a picture about what is being discussed on the
5.2 Suggestions
In relation to the conclusions which have been stated previously, some
constructive points are suggested as the following.
1. It is suggested that the students of junior high school should have a good reading
skill. It is due to the importance of their ability to comprehend the textbook. It
can also be their assistance to access the compact information on it.
2. It is suggested for the teacher, particularly English teacher, to pay more attention
in teaching reading in order to make the students reach better level of
comprehending the text. Good reading skill references targeted literacy level.
3. It is suggested for the headmasters to be more careful in selecting the appropriate
English textbook that will be used as students' handbook. Hence, a good
cooperation between the headmaster and English teacher is necessary.
4. It is suggested to the writers and publishers to be more concern on the quality of
the textbook and its content rather than being money-oriented ones.
5. The final suggestion is aimed to other researcher to conduct further studies and
researches on grammatical metaphor in other phenomena, for instance in a higher
or lower education level in order to compare the result and figure out good effort
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