Building: Day 1 Parallel 1
Room: Room 3
Date: 2022-11-04 09:45 AM – 10:30 AM
Last modified: 2022-11-02
Abstract
Many researchers keep an eye on textbooks' generic structures and language features but, unfortunately, forget about the social functions. The researcher wants to analyze the implementation of social function in the English textbook in every dialog in the textbook published by the government. This study used qualitative content analysis. The researcher did a library study and compared and contrasted three theories by probing the social function in the dialog of the English textbook. The researcher discovered that senior high school English textbook dialogs already included the social functions of language in the dialogs. Adapting the theory of Adnan and Smith (2001), the researcher found values and socialization in the dialogs. In Halliday's (1969) were interactional, personal, and representational models. From Widiati, Rohmah, & Furaidah, there were four findings: first, introducing and mentioning identity to develop interactional communication, and second, congratulating and complimenting to develop interactional communication. Next, telling and asking about the intentions of doing something to develop interactional communication, and last, retelling a series of past events. The implications of the study were also discussed.