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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature KREDO : Jurnal Ilmiah Bahasa dan Sastra PeTeKa JURNAL PENDIDIKAN TAMBUSAI Academic Journal Perspective : Education, Language, and Literature PROJECT (Professional Journal of English Education) ELT in Focus Prominent : Journal of English Studies Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences Edukasiana: Jurnal Inovasi Pendidikan Journal of Mandalika Literature Journal of Education For Sustainable Innovation EduInovasi: Journal of Basic Educational Studies INTERACTION: Jurnal Pendidikan Bahasa
yogi setia samsi, yogi setia
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Exploring Transitivity in English Education Students’ Argumentative Writing Kusuma, Muhammad Daffa Arya; Samsi, Yogi Setia; Septiani, Revina Pinkan
EduInovasi:  Journal of Basic Educational Studies Vol. 6 No. 1 (2026): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

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Abstract

Argumentative writing is an essential skill for English Education students, yet many still struggle to construct logical and persuasive arguments. This study examines how students use transitivity processes to build arguments through the framework of Systemic Functional Linguistics (SFL). A descriptive qualitative approach was employed to analyze four argumentative essays consisting of 44 clauses written by second-year English Education students at Universitas Singaperbangsa Karawang. Each clause was categorized according to Halliday and Matthiessen’s (2004) transitivity system. The analysis revealed that material processes occurred 31 times, mental processes 5 times, relational processes 6 times, and verbal, behavioral, and existential processes 2 times in total. These findings show that students predominantly describe actions rather than abstract reasoning or evaluations. Pedagogically, the results suggest two key implications, first, integrating functional grammar awareness into academic writing instruction can help students understand how language constructs meaning; second, designing writing tasks that emphasize varied process types can enhance students’ argument quality and critical thinking.
Co-Authors Abda Abda APRIYANTI, NURLITA Azzahra, Syadilla Hasrah Dedeh Kartini Dewi, Adinda Purnama Dewi, Indah Purnama Fauzi Miftakh Firnawati, Bunga Agita Hilmansyah Saefullah Iwa Lukmana Jasmine, Faeliza Kusdiana, Indah Lestari Kusrin Kusuma, Muhammad Daffa Arya Lestari, Sekar Dwi Maharani, Geana Sekar Miftkah, Fauzi Mobit, Mobit Praditya Putri Utami Pujiawati, Nia Putri, Amalia Dwi Ramadhani, Adinda Nuril Saputri, Eka Arifianti Saqinah, Amanda Sari, Sri Mila Sela, Annisa Nuriski Septiani, Revina Pinkan Sudana, Dadang Tampubolon, Ditanti Argadin Viviana, Yulianti Wachyudi, Kelik