IDEATIONAL GRAMMATICAL METAPHOR IN READING TEXTS FOR SENIOR HIGH SCHOOL ENGLISH TEXTBOOKS

This study investigated ideational grammatical metphor in Reading Texts for Senior High
School English Textbooks. The objectives of the study were to investigate the elements of
experiential grammatical metaphors used in different English textbooks of the Senior High
School, to describe the realizations of experiential grammatical metaphors used and to
explain the reason why the Senior High School English Textbook used those ideational
grammatical metaphors. The research was conducted by applying descriptive qualitative
design. The data for this study were the words and clauses containing ideational grammatical
metaphor coding found from the texts analyzed. The data were collected by Selecting the
texts contain ideational grammatical metaphor coding then break down the text into clauses
and words, and finally Analyzing the words or clauses based on ideational grammatical
Metaphor theory proposed by Halliday (2006). The findings of the study showed that there
were four elements of ideational grammatical metaphor used in Senior High School English
Textbook, the realization used were the realization of epithet = thing, event = thing, event =
epithet and head = modifier. It was found that the reason why Senior High School used
ideational grammatical metaphor was in order to make the information compact or denser.
Moreover, the English textbook directed the students to a scientific writing model which was
applied in their higher education level.