Wicaksana, Arga Mukti (2026) An Analysis of Mood and Modality in Reading Texts of the Twelfth-Grade Merdeka Curriculum English Textbook “Life Today”. Undergraduate (S1) thesis, UIN Ponorogo.
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Abstract
Mood and Modality are important aspects of interpersonal meaning as they allow writers to negotiate roles and relationships, as well as to express writers’ attitudes. In the context of English language teaching, reading texts in textbooks function as models of language use for students, including how interpersonal meanings are expressed in the target language. Therefore, analyzing Mood and Modality in reading texts of current textbooks becomes crucial to ensure that the texts provide rich and sufficient linguistics items to facilitate acquisition.
This study applied Systemic Functional Linguistics theory by MAK Halliday to analyze the interpersonal meanings in the Merdeka Curriculum English textbook for 12th grade students “Life Today”. It examines the realization of Mood structure and Modality in the reading texts of the four genres in the textbook.
This research employed a descriptive qualitative approach with content analysis method. The data were taken from twelve reading texts found in the textbook, which consists of narrative, argumentative, hortatory exposition, and discussion texts. The data collection was conducted through documentation, and the data were analyzed through several stages, including analyzing the Mood and Modality elements, classifying, and presenting the findings.
The findings show that Declarative Mood dominates all four genres, which indicates that the writers adopted the role as information givers who presented propositions for readers to acknowledge. Argumentative, hortatory exposition, and discussion texts use Declaratives to present claims and evidence, while narrative texts employ them to recount events. Interrogatives are used in argumentative and discussion texts to engage readers, whereas narrative texts also include Imperatives, Interrogatives, and Minor clauses in characters’ dialogues. Common nouns dominate the Subject position in non-narrative genres to discuss objective general issues, while narratives combine common and proper nouns to clearly identify characters. Past-tense Finites dominates narratives, while the others rely on present-tense Finites to present the propositions as timeless truths. Circumstantial Adjuncts are most frequent across genres, followed by Conjunctive Adjuncts, with exposition texts uniquely featuring subjective Mood Adjuncts such as “I think”. In terms of Modality, most propositions are expressed with high certainty through the absence of modality markers, particularly in narrative texts. Argumentative and hortatory exposition texts mainly employ probability, with hortatory exposition emphasizing obligation to persuade readers. Narrative and discussion texts frequently use low inclination to express ability and potential actions, while also employing probability and obligation to convey predictions, recommendations, and judgments. Overall, the findings indicate that the textbook provides genre-appropriate realizations of Mood and Modality to support interpersonal meaning development.
| Item Type: | Thesis (Undergraduate (S1)) |
|---|---|
| Thesis Supervisor: | Ahmad Nadhif |
| Subjects: | 13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified |
| Divisions: | Fakultas Ilmu Tarbiyah dan Keguruan > Jurusan Tadris Bahasa Inggris |
| Depositing User: | Perpustakaan Pusat |
| Date Deposited: | 12 Jun 2026 07:26 |
| Last Modified: | 12 Jun 2026 07:26 |
| URI: | http://etheses.uinponorogo.ac.id/id/eprint/39366 |
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