METAPHORICAL REPRESENTATIVE OF DISCUSSION TEXT “VIDEO GAMES”

This article aims to investigate grammatical metaphor representation in Discussion text. This research was conducted by applying descriptive qualitative research design. The data were taken from a Discussion text from the Internet source with entitled “VIDEO GAMES”. Grammatical metaphor forms when there is a tension or discrepancy between semantics and its coding or realization in grammar or occurs when there is incongruent realization of semantics and lexicogrammar. This text was then analyzed by coding the lexical representation as congruent and incongruent ones. From a Discussion text, the finding is Representation of incongruent coding is only 11% of the text; the rest (89%) is congruent coding. The discussion text addressed the exploration of metaphors in a written text. The grammatical metaphors representation in the text are Verb changes Adjective 28 %, Verb Changes Noun 24 %, Adjective changes Adverb 16 %, Verb to Verb 4 %, Noun to Noun 8 % and adjective to Verb 8 %.


INTRODUCTION
Discussion text is a text which presents a problematic discourse. This problem will be discussed from different viewpoints. It presents pro and contra opinion on certain issue.
Discussion is commonly found in philosophical, historic, and social text. In other word, Discussion is a kind of genre used to present (at least) two points of view about an issue (http://britishcourse.com/discussion-text-definition-generic-structures-purposes-languagefeatures.php). When we heard about discussion, the first thing that we are thinking is the argument in the forum with pro and contra about the problem that we discuss.
In language learning when we talk about discussion of course we talk about the types of genre that is Discussion Text. The discussion text deals with the analysis, interpretation and evaluation of problems or issues. This type of text will provide opportunities for students to develop and improve their skills of finding information to support their arguments and emphasizes the importance of anticipating arguments and responding to these.
The purpose of the discussion is answered to convey different opinions on a particular issue or topic namely arguments for and against/positive and negative/good and bad. It is interpreting and describing the importance of your findings given what is already known about the research problem under the study, and explains any new understanding or knowledge about the problem after you have considered the findings. Discussion text will always connect to the introduction with the research questions or hypotheses that you submit and the literature you review, but not just repeating or rearranging the introduction; the discussion should always explain how your study has advanced the readers' comprehending of the research problem from where you left them at the end of the introduction.
Grammatical metaphor representation indicates as if a text were expressed in another grammatical coding. This is to say that an experience or meaning which is commonly coded in a normal or common wording is now expressed in another mode of wording. The term 'grammatical metaphor' is based on the difference previously made by Halliday between congruent and incongruent grammar, and it is incongruent expressions which then came to be reconceived as grammatical metaphors.
The notion of incongruence is first highlighted in Halliday's (1984) paper called "Language as code and language as behaviour", in where he focusses on the relationship between system (language as code, as a potential) and process (language as actual behaviour) in the interpersonal component of language. Grammatical metaphor can thus be seen to introduce a tension between grammar (text words) and semantics (meaning of text) so that language must be read at least two levels (i.e. metaphorically), with one level directly reflecting grammar, and beyond that another semantic level which is related as symbolic.
The contrast between congruent and incongruent expressions develops along these lines: in congruent expressions the roles of semantics match typical syntactic functions in the clause, whereas in metaphorical expressions, as linguistic representations 'marked' from the experience, the correspondences are not followed.
Congruence is one of the basic concepts in grammatical metaphor, but it is also one of the most difficult concepts to clarify. Even now, there is no consensus on what congruence has been achieved among scholars. According to Halliday (1998: p. 207), congruence means "that pattern of relationships between the semantics and the grammar in which the two strata initially co-evolved". This can be sub-divided into congruence in rank and congruence in status. The first is reflected by the correspondence between semantic functions of sequence, image and element and their respective realizations in lexicogrammar as clause complex, clause and phrase or group. The purpose of this paper presents both grammatical metaphor representation and transgrammatical semantic domains in Discussion text. The text was taken from the internet source and hot issue from community. When reading this text, the reader needs to focus on how the author uses persuasive evaluative words to influence the reader. It will encourage them to listen and respond to the opinions of others, to ask related questions and to present arguments in clear and coherent ways. This text was analyzed based on the concept grammatical metaphors. It is expected that the findings would help the reader to see the representation of grammatical metaphor in Discussion genre text.

Grammatical Metaphor
Grammatical Metaphor, which was suggested by Halliday (1985a is relocated or transformed to incongruent or metaphorical one by associative thinking (Danesi, 2013: 191). In other words, a metaphorical coding inherently contains a comparison where similarities are found between two things or objects.
The restructuring of the clause complex is referred to as "grammatical metaphor", which in terms of stratification stands between the semantics (meaning) level and the grammar level (Halliday 2004;Martin 2008: 829). Grammatical metaphor refers to the substitution of one grammatical structure for another, just as lexical metaphor refers to the substitution of one lexical item for another. This means, clearly, that there are choices involved between using the congruent and the metaphorical options to deliver the same message. The two options (there could be more options, in that multiple congruent forms are possible, depending on how congruent or metaphorical a text is) represent the same state of affairs differently, which is to say, they express meaning differently (Thompson 2004: 223).
In grammatical metaphor, congruent and incongruent forms are distinguished which express or embody the same meaning. A congruent form is considered as the unmarked expression of the given meaning, according to the typical way of saying things or construing a situation or experience, which is the non-metaphorical usage. In contrast, an incongruent form, i.e. the metaphorical usage, is a marked realization of the given meaning, conveying an unusual way of saying things or interpreting a situation or experience.
Grammatical metaphor can be well understood by referring to lexical metaphor.
Analogous to congruent or literal meaning of lexical metaphor, the congruent coding of grammatical metaphor is seen in the relation between meaning and wording or between semantics and grammar Grammatical metaphor covers ideational and interpersonal metaphor; however, in this paper only ideational metaphor is elaborated. The lady is reading a book. The cat ran. Ben is handsome. He did not come because it rained heavily. She slept soundly in the room. He may come soon. He is in the room. Ben is handsome. In grammatical metaphor inherently two kinds of relocation occurs simultaneously, namely relocation of ranking grammatical units and that of grammatical class or category.
Relocation of ranking grammatical units in ideational metaphor is also termed rankshited (Halliday, 2014: 303); that is downgrading a grammatical unit to a lower ranking unit below the grammatical unit.

Text
Language is always produced, exchanged or received as text; that is, language as a system of communication is organized as cohesive units we call texts. A text can be any example of written or spoken language, from something as complex as a book or legal document to something as simple as the body of an email or the words on the back of a cereal box. In the humanities, different fields of study concern themselves with different forms of texts. Literary theorists, for example, focus primarily on literary texts-novels, essays, stories, and poems. To clarify these problems and contradictions, however, the teachers need to think about the characteristics of texts more than before. Therefore, the following classifications are therefore useful as one way of thinking, and by no means absolute.

Discussion Text
According to Hyland (2007), discussion text is a kind of the text to present at least two points of view about an issue and it can explore various perspectives before coming to an informed decision. It will present the information and opinions about more than one issue ('for' points and 'against' points). Discussion is a process of finding common ground between two different thoughts, views or opinions. The Discussion text is a text which presents a problematic discourse. This problem will be discussed from different

Data and Analysis
Here, the following complete text of Discussion Text Video Games Nowadays, the video games industry is developing rapidly. It becomes a multi-billion dollar industry. Video games have become an important part not only in the children' life, but also in the adults' life. Nevertheless, there is an argument whether video games bring good or bad influences on children.
People who have a pro argument claim that video games give a lot of benefits, playing video games is a good way to kill children's boredom. It can refresh the children's mind after a tiring school day. Moreover, they also argue that video games can trigger children to be more creative because the games provide challenging ways to win. In other words, they believe that the video games can actually sharpen a human's brain.
Conversely, some people believe that video games make children lazy. They argue that playing video games is addictive. As a consequence, most of the children prefer playing video games to studying. These children find it hard to concentrate on their study because they always think about how to spend more time playing video games. In fact, there are also some children who skip their extracurricular lessons, just because they want to play video games. In addition, most of the video games often expose too much violence. Two years ago in the USA, for example, a student shot his teacher and some of his friends. Newspapers said that the boy was deeply influenced by the actions in the video games he used to play with.
It is obvious that video games have more disadvantages than advantages. Therefore, parents should be very careful in selecting the appropriate games for their children. From the text, the semantic meaning of congruent coding can be done. The congruent coding or representations of meaning or in wording or semantics in grammar can be summarized in Table 4.  Ideational metaphor potentially reduces and condenses meaning of a number of clauses or clause complexes into a group/ phrase functioning as a nominal group; which is known as nominalization (Halliday, 2014: 94). The nominalization has buried all kinds of process into a nominal group.

CONCLUSION
Grammatical metaphor representation indicates that an experience or meaning is coded as if it were coded in another grammatical unit. The text of grammatical metaphor implies two ways of coding: congruent and incongrue nt or metaphorical one.

V. CONCLUSION
The researcher can conclude that: 1. The use of mental verbs to express the opinions, Ex. there is an argument whether video games bring good or bad influences on children.
2. The use of connectives to argue logical relations and link points, Ex. Nevertheless, there is an argument whether video games bring good or bad influences on children.
These children find it hard to concentrate on their study because they always think about how to spend more time playing video games.
3. There is no movement from personal to impersonal voice, 4. The use of modality to argue the position of the writer and the reader, Ex. It can refresh the children's mind after a tiring school day.
Therefore, parents should be very careful in selecting the appropriate games for their children.
In other words, they believe that the video games can actually sharpen a human's brain.
A human's brain that they believe can be actually sharpened in other words by the video games 5. The use of nominalizations in argument to allow the researchers condenses information and deal with abstract issues from the Discussion text.