Exploring Situational Writing Strategies in English: A Systemic Functional Linguistics Analysis of Student Responses

Abstract

The research focused on how students effectively establish rapport with authors and readers in essays through linguistic constructs. Using qualitative methods, a group of 20 participants was studied, with three students selected for situational writing assessment. Halliday's (2004) metafunctions framework-ideational, interpersonal, and textual-guided the analysis of their compositions. The findings revelaed revealed that students 1, 2, and 3 adeptly employed these metafunctions. The ideational dimension was used to coherently present reasons for incomplete homework while maintaining thematic consistency. Interpersonally, the students employed respectful tones, expressed contrition, commitment, appreciation, and responsibility. Textually, their work exhibited logical structure and cohesion. Through the integration of these metafunctions, students enhanced their communication strategies. The study underscores the significance of metafunction awareness in language education, suggesting that incorporating ideational, interpersonal, and textual dimensions can elevate writing proficiency. It offers guidance for adaptable communication, nurtures comprehensive communication skills, and establishes transferable proficiencies and assessment criteria. Ultimately, this research contributes to effective communication pedagogy across diverse contexts, showcasing the nuanced strategies students employ to connect with authors and readers.