A corpus-based analysis of possibility/ability/permission modals in indonesian EFL textbooks for senior high school in Kurikulum Merdeka

Dewanti, Alfiana Putri (2024) A corpus-based analysis of possibility/ability/permission modals in indonesian EFL textbooks for senior high school in Kurikulum Merdeka. S1 thesis, Universitas Ahmad Dahlan.

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Abstract

Textbooks play an important role since they provide beneficial material for students. However, some textbooks sometimes contain inauthentic materials, and some words or sentences are barely used in everyday communication. Moreover, modal verbs are also crucial in teaching and learning because they are considered the most problematic grammatical units. One solution to overcome these problems is corpus analysis, which is a solution since it provides an extensive collection of natural text that represents the authentic use of language that can benefit textbook materials development. Therefore, this study aims to 1) find out the type of possibility, ability, and permission core modal verbs found in the textbooks' conversation sections, 2) to find out the most frequent core modal verbs of possibility, ability, permission in the textbooks conversation sections, 3) to find out the most frequent core modal verbs of possibility, ability, permission in spoken sub-corpus of COCA.
This study uses corpus-based analysis, and the research is categorized as descriptive qualitative. The data sources were collected from Kurikulum Merdeka’s textbooks for senior high schools in Indonesia published by the Indonesian Education Ministry. To support the analysis of the data, the researcher uses AntConc as the corpus tool to investigate the linguistic features in textbooks. Moreover, the researcher uses the Corpus of Contemporary American English (COCA) as the control corpus to reflect real language usage.
The findings reveal that 1) the three series of Kurikulum Merdeka’s textbooks have presented the types of either possibility, ability, and permission in conversation sections with varied core modal verbs, including “can,” “could,” “may,” and “might.” 2) The most frequent core modal verb presented in the conversation sections of textbooks is “can,” which dominantly expresses a sense of ability. Then, “may” and “might” share an equal position that focuses on expressing possibility. The least frequent core modal verb used in textbook conversation sections is “could,” solely used to convey possibility. 3) “Can” is the most frequent core modal verb in both textbook conversation sections and spoken sub-corpus of COCA. However, “could” is not significant compared to COCA, indicating a mismatch in the core modal verbs distribution in textbooks. Hence, the textbook author must consider the underuse of very frequent core modal verbs in designing the textbook materials and presenting the core modal verbs of possibility, ability, and permission in the textbook conversation sections.

Item Type:	Thesis (S1)
Keyword:	Modal verbs, corpus, EFL textbooks, kurikulum merdeka
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education
Divisi / Prodi:	Faculty of Teacher Training and Education (Fakultas Keguruan dan Ilmu Pendidikan) > S1-English Education (S1-Pendidikan Bahasa Inggris)
Depositing User:	userperpus2 userperpus2
Date Deposited:	17 Jul 2024 01:23
Last Modified:	17 Jul 2024 01:23
URI:	http://eprints.uad.ac.id/id/eprint/64848

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