Abstract:
Writing in academic English is challenging and complex to learn,
the root reasons for the issue, may include differences in the cultural
backgrounds of the students, a deficiency in critical thinking skills, and
a deficiency in linguistic proficiency. This study set out to investigate
how metafunctions may be used to enhance students' writing skills.
A research approach incorporating a qualitative case study will be
employed to assess ninth-grade students' text composition. The
data were gathered through collecting student writing over the
school year 2021/2022. The students’ writings were the texts that
were learnt in grade nine based on the curriculum. This study used
Systemic Functional Linguistic theory and English texts to provide
the framework for the text analysis. The texts were analyzed using
the metafunction analysis in Hallidayan SFL to uncover the students’
ability to write English text. The teacher applied the Genre-based
Approach when instructing his or her students on how to write.
