A Systemic Functional Linguistic Approach To Improve Students' Ability In Writing English Text

Abstract

This research study aims to explore the effectiveness of a Systemic Functional Linguistic (SFL) approach in improving students' writing ability in English. Qualitative research methods were used, including observation of writing instruction and analysis of writing samples and teacher feedback, as well as interviews with students. The findings of the study suggest that the SFL approach can lead to improved writing ability in students. The analysis of writing samples indicates that students who were taught using SFL techniques and strategies produced higher quality writing than those who were not. Additionally, feedback that incorporates SFL concepts and meta-language was found to be more effective in improving student writing ability than traditional feedback approaches. The SFL approach was also found to increase student engagement in writing instruction, as students were more engaged in the writing process and had a better understanding of how to apply grammar and linguistic concepts to their writing. However, it was noted that the SFL approach can be challenging for some students with lower levels of English language proficiency. In conclusion, the SFL approach offers a powerful tool for teachers to help students develop their writing skills and communicate effectively in English. Additional support and guidance may be necessary for students with lower levels of English proficiency. Overall, the findings suggest that the SFL approach can be a valuable addition to English writing instruction.