FUNCTIONAL GRAMMAR

CRITICAL BOOK REVIEW

Lecturer : Tiarnita Maria Sanjani BR. Siregar, S.Pd., M.Hum.

EXT B 15

Created By :

Lidia Seavriana Ditiatira 2153321013

Nurcahaya Sinaga 2153321022
Sisca Indayani Damanik 2153321034
Rebecca Theresia 2153321029

ENGLISH DEPARTMENT FACULTY OF LITERARURES AND ARTS

STATE UNIVERSITY OF MEDAN

MEDAN

2018
 PREFACE

First of all, let’s say thanks to the almighty God Allah SWT has been giving the
authors health and his blessing so we can accomplish the “ Critical Book Review “ paper as
well as the authors can .

May Shalawat and greeting to our prophet Muhammad SAW that had brought us from
the darkness to the lightness world.

The authors purpose in writing this paper is to fulfill the assignment that given by
Mrs. Tiarnita Maria Sanjani BR. Siregar, S.Pd., M.Hum. as the lecturer in Funtional
Grammar subject and also this assignment was done by author.

The authors realized that, the paper of Critical Book Review ( CBR ) is still imperfect
in arrangement and the content. Then the authors hope the criticism from all the readers can
help the author in perfecting the next CBR.

Medan, March 2018

The authors
 I. Bibliografi Information

Topic : Functional Grammar

Title(of book) : Halliday’s Introduction to Functional Grammar

Writer : M.A.K. Halliday Revised by Christian M.I.M.

Matthiessen

Publisher : Oxford University Press

City : Canada

Year : 2004

Edition : Third edition

 II. Introduction and Summary

Introduction to Functional Grammar

This book is the first comprehensive introduction to linguistics specifically

targeted towards English Department Students in Indonesia. The Following chapters
provide a basic, solid framework for English students in their first linguistic course. The
basic are explained in a clear and concise way, and the examples that follow each concept
accurately illustrate the concepts. This third edition consists of ten chapters:

They are:

Chapter I  tell about The architecture of language,included text and

grammar,phonology and grammar, basic concepts for the study of
language, context, language and other semiotic systems, the location
of grammar in language; the role of the corpus ,theory, description
and analysis

Chapter II  Towards a functional grammar, towards a grammatical

analysis, the lexicogrammar cline, grammaticalization, grammar and
the corpus, classes and functions, subject, Actor, Theme, three lines of
meaning in the clause.

Chapter III  Clause as message, theme and rheme, group/phrase complexes

as Theme; thematic equatives, theme and mood, ttextual, interpersonal
and topical Themes, the information unit: Given + New, given + New
and Theme + Rheme, ppredicated,Themes Theme in bound, minor and
elliptical, thematic interpretation of a text.

Chapter IV  Clause as exchange, The nature of dialogue, The Mood element

,Other elements of Mood structure, Mood as system; further options,
POLARITY and MODAL ASSESSMENT (including
modality),Absence of elements of the modal structure,Clause as
Subject,Texts

Chapter V  Clause as representation,Modelling experience of

change,Material clauses: processes of doing-&-happening,Mental
clauses: processes of sensing,Relational clauses: processes of being &
 having,Other process types; summary of process types,Circumstantial
elements,Transitivity and voice: another interpretation,Text
illustrations.

Chapter VI  Groups and phrases Nominal group, Verbal group, Adverbial

group, conjunction group, preposition group Prepositional phrase
Word classes and group functions.

Chapter VII  Above the clause: the clause complex 428 7.1 The notion of
‘clause complex’ 428 7.2 Types of relationship between clauses 438
7.3 Taxis: parataxis and hypotaxis 451 7.4 Elaborating, extending,
enhancing: three kinds of expansion 460 7.5 Reports, ideas and facts:
three kinds of projection 508 7.6 The clause complex as textual domain
549 7.7 Clause complex and tone 553 7.8 Texts 555

Chapter VIII  Group and phrase complexes 557 8.1 Overview of complexing
at group/phrase rank 557 8.2 Parataxis: groups and phrases 560 8.3
Hypotaxis: nominal group Hypotaxis: adverbial group/prepositional
phrase Hypotaxis: verbal group, expansion (1): general Hypotaxis:
verbal group, expansion (2): passives Hypotaxis: verbal group,
expansion (3): causative Hypotaxis: verbal group, projection Logical
organization: complexes at clause and group/phrase structure, and
groups

Chapter IX  Around the clause: cohesion and discourse The concept of text;
logogenetic patterns The lexicogrammatical resources of COHESION
CONJUNCTION REFERENCE ELLIPSIS and SUBSTITUTION
LEXICAL COHESION The creation of texture

Chapter X  Beyond the clause: metaphorical modes of expression

Lexicogrammar and semantics Semantic domains MODALITY
Interpersonal metaphor: metaphors of mood Ideational metaphors.
III. The Strength

This book is very good to read and especially to helpful for students just entering
the linguistic field of their English education. Introduction to Functional Grammar is
an effective handbook for English department students in Indonesia and is an excellent
contribution to the field of grammar. And then she put an article from a journal too in
each chapter, I don’t know for what maybe to support her data and her explanation about
topic in each chapter I think its smart enough because it is a simple book for the beginner
who learns about linguistic. In each chapter she always put some sources. I think it is
proper enough to sell in the book market because she tries to make the simple word and
simple explanation to make us understanding about linguistic.

VI. The Weakness

This book is not relevant for student who never learn about language such as
future dentist future police future soldier, future artist, etc.This book just focus for English
student especially future English teacher like me. And then in introduction from each
chapter she put some sources in the last paragrapgh.It means it is not result from her
research because in the second book he doesn’t put it. Maybe she is not still believed with
each statement in this book and she had putted the sources in the references. It’s so
wasting. In the references she had putted many references and sources too.

IV. The Implication

TheoryThis article can be developed for the Indonesian teacher and they can
apply some theories in this article so that you can understand and teach in your school or
class on teaching about meaning (semantic) and for the students can feel the benefit from
these articles. This articles is very good impact for all of student or teachers who want to
learn it.
 Develop programming in Indonesia We can support our plan to support and
increase our develop programming in Indonesia with applying the theory from this article
and find some other solution about analysis the number error of deictic and non-deictic by
children or adults.

Discussing and analyzing in implicated for discussing and analysis can give
benefit for readers because they make a simple sample to develop their idea and make it
into the research for the analyzing they do with observasing the sample activity and make
conclusion with some tables. It seems clearly. You can imitate their method to find your
result in your research.

V. CONCLUSION AND SUGGESTION

 Conclusion

All of the books are good and including all the aspects of a good books. They input
the participants, the materials and procedures very well. They also give example of each
chapter.

 Suggestion

We hope that those books can be useful for Indonesian society and for English
students, and I expect those books to be read in conjunction with other introduction to
linguistic and a selection of textbooks, monographs and articles which deal with the particular
topics in greater detail.
 I. Bibliography Information

Title : English Grammar & Composition ( Modern English “ a practical

references guied)

Author : Wren & Martin

Publisher : -
Released : 2013
Edition : Latest Edition
Page : 404

II. Introduction

High School English Grammar & Composition that written by Wren and Martin is
escort book that can help the reader to learn more about grammatical in English language.

This book has passed through one hundred and seventeen editions since it first
appeared. In a serious attempt to bring the book update, a thorough revision of grammatical
sections in particular has been carried and the format has been enlarged to make it more
handy.

The following are the main aspects of the revised edition :

1. Where called for, grammar rules.

2. Adjective Phrases and adverb phrase in book I and II
3. Some chapter have been expanded so as to reflect the new developments in
the study English
4. The introductory note to comprehension has been recast and a specimen
provide (Book II Chapter XXXIX)
5. A chapter on Spelling (Book II Chapter XXIX)

Actually in this book there are four part.

1. Analysis, Transformation and Synthesis

2. Correct Usage
3. Structures
4. Written Composition

III. Summary of This Book

In this summary we’ll groped the summary by part.

 Part 1 “ Analysis, Transformation and Synthesis”

 Chapter 1 “ The Sentence”

When we speak or write we use word. In generally use these words in groups:
Assertive Sentence, Interrogative, Command and Exclamatory

 Chapter 2 ”Subject and Predicate”

Subject is name some person or thing. Predicate is something about that person
or thing ( subject). Examples of subject : Yuli, Yuda, I, You, We, They, etc.
Examples of predicate : sweet, tall, small, ect.

 Chapter 3 “ The phrase and the clause

 Phrase is examine the group of words “in cornet” it makes sense, but not
complete sense, such a group of words, which makes, but not complete sense.

 Chapter 4 “Part of Speech”

Words are divided into different kinds or classes, called Part of Speech,
according to their use : that is, according to the work they do in a sentence. There
are 8 part of speech: noun, verb, adjective, pronoun, conjunction, preposition,
adverb, and interjection.

 Chapter 5 ” The Noun : Kinds of Nouns”

A noun is a word used the name of a persons, place or thing. In this chapter the
author only tell about noun, but the kind of noun will explants in the next
chapter.

 Chapter 6 “ The nouns : genre”

You know that living being are of ether the male or female sex. Examples : Lion
=> lioness , Boy => girl.

 Chapter 7 “ The noun : number”

Notice the change of form in the second word of each pair :
Examples : tree => trees , Man => men , Ox => oxen.

 Chapter 8 “ The noun : case”

The nominative case generally comes before the verb, and the Accusative after
the verb.

 Chapter 9 “ The Adjective”

Adjective divided into the following classes : Adjective of quality, numeral
adjective, formation adjective to nouns/verb0adjectives.

 Chapter 10 “Comparison of adjective”

we thus see that adjective change in form (noun/verb/adjectives) to show
comparison. They are called the tree degrees of comparison.
 Chapter 11 “ Adjective used as nouns”
Adjective are often used as noun. There are four kind : plural noun denoting,
singular pronoun denoting, adjective actually become nouns both in number, and
the last in certain phrase.

 Chapter 12 “ Position of the adjective”

A single adjective used attributively is generally placed immediately before the
noun.

 Chapter 13 “ The correct use of some adjective”

“Some, any “ to express quantity of degree. some is used in affirmative
sentences, any in negative or interrogative sentences.
 Chapter 14 “Articles”
The adjective “a” or ”an” and “the” are usually called Article. They are really
demonstrative adjectives. A or and is called the indefinite article because it
leaves indefinite the person or thing spoken of. The is called the definite article,
because it points out some particular person or thing.

 Chapter 15 “Personal Pronouns”

A word is thus instead is called a pronoun. A pronoun is a word used instead of a
noun. The pronouns “I and we” which denote the person or persons speaking, are
said to be Personal pronouns of the first person.

 Chapter 16 “Reflexive and emphatic pronouns”

When –self is added to my, your, him, her, it and –selves to our, your, them, we
get what are called Compound personal pronouns. They are called reflexive
pronoun when the action done by the subject turns back (reflects) upon the
subject.

 Chapter 17 “ Demonstrative, indefinite and distributive pronouns”

 This, that, etc. Are demonstrative adjectives when they are used with nouns.
Everybody, anybody and everyone to persons or things in a general way, but do
not refer to any person or thing in particular. They are, therefore, called
indefinite pronouns.
Each, either, neither are called distributive pronouns because they refer to
persons or things one at a time. For this reason they are always singular and as
such followed by the verb in the singular.

 Chapter 18 “Relative pronouns”

There are some kinds relative pronouns. Examples : which, that, what, etc.

 Chapter 19 “ Interrogative pronouns”

Who, which, and are the example of the interrogative pronouns.

 Chapter 20 “The verb: transitive and intransitive verbs”

A verb is a word that tells or asserts something about a person or thing. Verb
comes from the Latin verbum, a word. It so called because it is the most
important word in a sentences.

 Chapter 21 “Verbs of incomplete predication”

The intransitive verb seems requires a word to make the sense complete. Such as
verb is called a verb of incomplete prediction.

 Chapter 22 “Active and passive voice”

- Rama help Hari.
 The verb help is said to be in the active voice.
- Hari is helping by Rama
 The verb helped is said to be in the passive voice.

 Chapter 23 “ Mood”
These different modes or manners in which a verb may be used to express an
action are called Moods. There are 3 kinds of mood : indicate mood, imperative
mood. And the last is subjunctive mood.
 Chapter 24 “ Tense”
A verb that refers to present time is said to be in the Present Tense. ( I write, I
love).
A verb that refers to past time is said to be in the past tense . ( I wrote, I loved)
A verb that refers to future time is said to be in the future tense. (I shall write, I
shall love).

 Chapter 25 “ The uses of the tenses”

The simple present is used :
to express a habitual action,
to express general truths,
in exclamatory sentences,
in vivid narrative.

The present continuous tense :

The present continuous is used,
For a temporary action which may not be actually happening at the time on
speaking,
For an action that is planned or arranged to take place in the near future.

Present perfect tense :

To indicate completed activities in the immediate past,
To express past actions whose time is not given and not definite,
To describe past event when we think more of their effect in the present,
To denote an action beginning at some time in the past and continuing up to the
present.

Present perfect continuous tense :

The present perfect continuous is used for an action which began at some time in
the past and is still continuing.

Simple past tense

The simple past tense is used to indicate an action completed in the past. It often
occurs with adverbs or adverb phrases of past time.
 Past continuous tense
The past continuous is used to denote an action going on at some time in the past.
The time of the action may or may not be indicate.

Past perfect tense

The past perfect tense describes an action completed before a certain moment in
the past. If two action happened in the past, it may be necessary to show which
action happened earlier that the other.

 Chapter 26 “ Person and number”

The verb, like the personal pronouns, has three persons : the first, the second, and
the third.

 Chapter 27 “ Agreement of the verb with the subject”

The verb agrees with the subject in number and person. Two or more singular
subject connected by and usually take a verb in the plural. If two singular nouns
refer to the same person or thing, the verb must be singular.

 Chapter 28 “ The infinitive”

There are some examples from infinitive : should, may, might, need, let.

 Chapter 29 “ The Participle”

The word hearing, therefore, partakes of the nature of both a verb and an
adjective, and is called a participle. It may be called a verbal adjective.

 Chapter 30 “ The gerund”

The word reading is formed the verb read, by read, by adding ing. Examples :
eating, sleeping, cooking, swimming, etc.

 Chapter 31 “Strong and weak verbs”

In generally, the distinguishing mark of weak verb is the presence in the past
tense of a final “d” or “t” that is not found in the present tense. Verbs ending in
“d”, which change this final “d” to “t” in the past tense, are weak verbs. Verbs
 ending in “d” or “f”, which simply shorten the vowel sound in the past, are weak
verbs.

 Chapter 32 “Auxiliaries”
An auxiliaries is a verb used to form the tenses, moods, voices, etc. of other
verbs. The auxiliary be is used : in the formation of the continuous tenses and in
the formation of the passive. Be followed by infinitive is used : to indicate a plan
arrangement or agreement and to denote command.

 Chapter 33 “ Conjugation of the verb”

The conjugation of a verb shows the various forms it assumes, either by
inflection or by combination with parts of other verbs, to mark voice, mood,
tense, number, and persons.

 Chapter 34 “The adverb ”

A word that modifies the meaning of a verb, an adjective, or another adverb is
called an verb. There are some kind of adverb : adverb of time, adverb of
frequency, adverb of place, adverb of manner, adverb of degree or quantity,
adverb of affirmations and negation, and the last adverb of reason.

 Chapter 35 “ Comparison of adverb”

Some adverb, like adjective, have three degrees of comparison. Such adverb are
generally compared like adjectives.

 Chapter 36 “ Formation of adverb”

Adverbs of manner are mostly formed from adjectives by adding “ly”. Examples
: quick => quickly, beautiful => beautifully.

 Chapter 37 “ Position of adverb”

Adverb of manner in generally placed after the verb or after the object.
Adverb of verb phrases are also usually placed after the verb or after the object.
Adverb of frequency, which answer the question are normally put between the
subject and the verb.
 Chapter 38 “ The preposition”
The words in, of, off are here used as preposition. A preposition is a word placed
before a noun or a pronoun to show in what in what relation the person or thing
denoted by it stands in regard to something else.

 Chapter 39 “ words followed by prepositions”

Certain verb, nouns, adjective, and participles are always followed by particular
preposition.

 Chapter 40 “The Conjunction”

A conjunction join together two sentences and sometimes word. Examples : and,
but, if, because, etc.

 Chapter 41 “ Some conjunctions and their uses”

Every conjunction have a roll in their uses. In front of, and in the middle. All of
that can suited by writers it self.

 Chapter 42 “ The interjection”

An interjection is a word are also used to express some sudden feeling or
emotion. Examples : “ahhh !” “done!” “good” and “oh”

 Chapter 43 “ The same word used as different parts of speech”

The following are some of the most important words which may belong to
different parts of speech according to the way in which they are used. Always
remember that it is the function or use that determines to which part of speech a
word belong in a given sentences.
IV. The Strengthness

We think the strength of the book is this book have the simple language and easy
to understand the readers. The authors explain each session chapter clearly and interest
the readers to like this book included the student who want to learn about curriculum
material development. This book come from many part of best book about curriculum and
its so good for a references teachers.

V. The Weakness

There are some old argues or theory from many experts, and we thing it can be
better if change with a new one.

VI. THE IMPICATION

The implication of this study were expected to be useful theoretically and practically
for the following :
1. Theoretically
It was expected to be one of the sources improving transitivity system studies.
2. Practically
a. The study could be used as references to other researcher who want to do
research about the literature, discourse analysis and ideation of representing
experience.
b. For the education in Indonesia, as a new references to make our research as
well as.
c. For the university students, as their references in learning how to analysis
ideation of representing experience.
d. Further, teachers can use discourse analysis not only as a research method for
investigating their own teaching practices but also as a tool for studying
interactions among language learners.
VII. CONCLUSION AND SUGGESTION

 Conclusion
The analysis has shown that the examination of linguistics features of a text
not only helps in understanding the structure of the text but also the deep meanings of
it. Such an analysis reveals the hidden-self of the characters bringing out their
intentions behind the utterances which may appear difficult to grasp for a second
language learner.
Further, teachers can use discourse analysis not only as a research method for
investigating their own teaching practices but also as a tool for studying interactions
among language learners. Learners can benefit from using discourse analysis to
explore what language is and how it is used to achieve communicative goals in
different contexts.

 Suggestion
Thus structure can help to create a second language learning environment that
more accurately reflects how language is used and encourages learners toward their
goal of how to representing experience in another language. This part of book or this
chapter can used and can be a good references for the readers.
 REFERENCES

Michael.H. 2004. Introduction to Functional Grammar (third edition). Canada: Oxford

University Press