MOOD SYSTEM ANALYSIS OF EFL STUDENTS’ NARRATIVE WRITING IN THE PROJECT-BASED LEARNING IMPLEMENTATION
Abstract
This study analyzes the use of the Mood System in EFL students’ narrative writing after the implementation of Project-Based Learning (PjBL). The research employed a descriptive qualitative method using the framework of Systemic Functional Linguistics (SFL), particularly the interpersonal metafunction proposed by Halliday and Matthiessen (1994). Twenty eleventh-grade students from a private senior high school in Bogor were purposively involved in this study. The data consisted of four collaboratively written narrative texts produced during PjBL activities. The analysis focused on declarative, interrogative, and imperative clauses to examine the realization of interpersonal meaning in students’ narratives. The findings revealed that declarative clauses were the most dominant mood type in all texts, indicating that students mainly focused on delivering information and organizing story events systematically. Meanwhile, interrogative and imperative clauses appeared less frequently and were mostly used to support interaction among characters. In addition, Groups 1 and 4 demonstrated more varied mood choices, resulting in more interactive narratives, while Groups 2 and 3 relied more heavily on declarative clauses, making the texts more descriptive. Furthermore, PjBL encouraged students to develop narrative texts collaboratively and creatively, although mood variation remained limited. Therefore, explicit instruction on the Mood System and interpersonal meaning is needed to help students produce more meaningful and interactive narrative texts.
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