Hasil Cek Similarity: Modal Verbs in a Curriculum-Based EFL Textbook of Senior High School in Indonesia: A Corpus-Based Study

Oktavianti, Ikmi Nur and Fajria, Astry (2021) Hasil Cek Similarity: Modal Verbs in a Curriculum-Based EFL Textbook of Senior High School in Indonesia: A Corpus-Based Study. [Artikel Dosen]

Text 20. TESOL International Journal.pdf Download (5MB)

Abstract

Modality is ubiquitous among language users, and its use is highly necessary to qualify a
proposition (Perkins, 1982). Interestingly, modal verbs as the prototype manifestation of
modality are said to be among the most problematic grammatical unit among non-native
students (Holmes, 1988; Mukundan & Khojasteh, 2011; Römer, 2004). It is then appealing to
examine the use of modal verbs in an EFL textbook as EFL textbooks are designed to equip
the learners with sufficient linguistic knowledge to be communicatively competent (Gilmore,
2007). In an EFL context, corpus might assist the design of teaching materials since it can
provide the closest representation of actual language use (Römer, 2004). Regarding the
condition in which corpus consultation in EFL textbooks in Indonesia is unknown, given that
corpus is not widely recognized and used in Indonesia (Crosthwaite, 2020), it is important to
revisit the language content in Indonesian EFL textbooks. This study focuses on the analysis
of modal verbs in conversation sections in a curriculum-based EFL textbook, Bahasa Inggris,
for grade XII as comparison with the spoken sub-corpus of a general reference corpus, Corpus
of Contemporary American English (COCA). The study analyzes the frequency of use of modal
verbs in the textbook and the corpus to find out the similarities and the mismatches of modal
verbs usage. The results show that both textbook and COCA use core modals (e.g. must) and
quasi-modals (e.g. have to) and the use of have to are more frequent than must in both of the
data sources. Despite the similarities, there are some mismatches of modal verbs usage in
textbook and COCA. In COCA, modal verbs would, can, will, be going to occupy the highest
position, while modal verbs can, will, have to, should are most frequently used in the textbook.
In terms of variants, there are limited numbers of quasi-modals and contracted forms of modal
verbs used in conversation in the textbook that do not correspond to the nature of spoken
language. Besides, textbook conversations lack the reduced form of modal verbs (e.g. ‘ll) and
modal verb would is absent (while would is the most frequent in COCA), making it unnatural
for spoken context. Pedagogically speaking, these findings should be taken into account by
ELT materials writers in Indonesia to enhance the quality and authenticity of the language input
for the learners.
Keywords: corpus, modal verb, EFL textbook, Indonesia

Item Type:	Artikel Dosen
Subjects:	L Education > L Education (General)
Divisi / Prodi:	Faculty of Teacher Training and Education (Fakultas Keguruan dan Ilmu Pendidikan) > S1-English Education (S1-Pendidikan Bahasa Inggris)
Depositing User:	Dr. Ikmi Nur Oktavianti
Date Deposited:	26 Jul 2021 02:48
Last Modified:	26 Jul 2021 02:48
URI:	http://eprints.uad.ac.id/id/eprint/26986

Actions (login required)

View Item