UTILIZING EXPERIENTIAL MEANING FOR ANALYZING TEACHERS’ LESSONPLANS: A METAFUNCTIONS OF SYSTEMIC FUNCTIONAL GRAMMAR

Abstract

This paper explains about the utilization of systemic functional grammar for analyzingteachers’ lesson plans. This paper aims to view the role of one of the languagemetafunctions flow and express the ideas, events, states, and actions in a text. This paper analyses Lesson Plan’s classroom activity as a tool for communicating between theteachers to students with some sequences of activity which have been prepared by theteacher. The analysis will be focused on the use of experiential to know the dominant ofthe process that is used in the text. The application of experiential meaning describes theword on the text into the elements are in experiential meaning. Not all the metafunctionsare used in this paper, we only focus and explore on how the experiential meaning as oneof the language functions is used to analyze the text of teachers’ lesson plan. The data isgained from journal of teachers’ lesson plan in one of an English Course in Semarang, Indonesia. This paper defines teachers’ lesson plan as a tool for communicating inclassroom activity. The objective of the study on this paper is on lesson plan of any levels.