INTERPERSONAL METAFUNCTIONS IN THE CLASSROOM DISCOURSE OF SOCIAL SCIENCES SUBJECTS

Proposed by: Lyanita

The Background of the Study

The quality of Indonesian education is in declining

Classroom .

The effectiveness of information given to the students Increasing the quality of classroom interaction .

Interaction .

Interpersonal The meaning relies on the language can be revealed ordering requesting asserting Doubting Suggesting insisting etc Interpersonal Metafunction .

Interpersonal Metafunction Shows lens of view of teaching and learning that occur inside the schools The meaning relies on the language can be revealed .

Classroom Discourse Daily Conversation .

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What types of interpersonal metafunctions occur in classroom discourse at sociology.The Problem of the Study The formulation of the problem .What structures of classroom discourse occur at sociology. economics. and history classes? . economics. and history classes? . economics.How are interpersonal metafunctions linguistically coded in classroom discourse at sociology. economics. and history classes? -How is classroom discourse structured at sociology. and history classes? .

economics. and history classes. 3) to investigate the structures of classroom discourse occur at sociology. economics. economics. . and history classes. 4) to describe how the classroom discourse is structured at sociology. and history classes. 2) to investigate types of interpersonal metafunctions occur in classroom discourse at sociology. economics.The objectives of the Study 1) to describe how the interpersonal metafunctions are linguistically coded in classroom discourse at sociology. and history classes.

The Scope of the study 1) Classroom Discourse occur at social sciences subjects Sociology economics history 2) Interpersonal Metafunction focus on Mood Modality 3) The structures of Classroom Discourse .

Linguist -> good comparison study for the realization of classroom interpersonal metafunction in classroom discourse Theoritically: 1. Teacher -> good input for enriching their knowledge about classroom discourse 2. Revealing the discourse beyond the classroom .The significance of the Study Practically: 1. Enriching the discussion of application functional grammar in classroom discourse 2.

Systemic Functional Linguistic (SFL) Interpersonal Metafunction Classroom Discourse Analysis InitiationResponseFeedback/follow -up (I-R-F) The Clarification of Terminologies Sinclair and Coulthard’s Model .

Chapter II Ideational Function Textual Function Systemic Functional Linguistic Interpersonal Metafunction .

declarative Indicative Mood Imperative Interpersonal Metafunction Interrogative Modulation Modality Modulization Appraisal .

Classroom Discourse • The type of language use found in classroom situation. • The analysis of spoken discourse which is developed as a tool for systemic study of classroom discourse • I-R-F (I)Initiation. It has a hierarchical system (Structure of Classroom Discourse) . (R) Response from Students. Classroom discourse is also referred to as pedagogic discourse. (F) Feedback/Follow-up Classroom Discourse Analysis Sinclair and Coulthard’s model • Sinclair and Coulthard’s model is method of discourse analysis.

TRANSACTION Transaction Boundary Exchange Teaching Exchange 3. EXCHANGE Framing Move Focusing Move Opening move Responding Move Follow-up move 4.The Structure of Classroom Discourse Lesson 1. LESSON 2. ACT . MOVE Act Act Act Act Act 5.

Move  reply Follow-up: Follow-up • Teacher: Hmm.Example Initiation: Frame Move  marker Initiation: Focus Move  meta-statement • Teacher : Good! Let’s use these to warm up. Have you ever been Tokyo Initiation: Opening Move  Elicit Tower? Response: Responding • Students: No. Move  reply Initiation: Opening • Teacher: No? Move  loop Response: Responding • Students: No. move evaluate .

el rep l Responding Move No.Classroom Discourse Analysis Initiation Frame Move Good m Act Response Act Follow-up Act Focus Move Let’s use these to warm up. rep Follow-up Move Hmm e . Opening Move Have you ever been Tokyo Tower? Opening Move No? ms Responding Move No.

Chapter III Research Design Qualitative Research .

The Subjects of The Study Class XI SMA N 1 Lhokseumawe SMA N Geudong SMA N 1 Keude Karing • Sociology Subject • Located in urban area • Economic Subject • Located in suburb Area • History Subject • Located in outback area .

Notebooks 3. AudioRecorder 2. Pen .The Instruments of Data Collection 1.

and history classes will be recorded.The Procedures of Data Collection The classroom discourse of groups’ teacher and students at sociology. economics. The recorded conversation will be transcribed orthographically. Confirming the data revealed. All the data will be collected then classified based on the interpersonal function and classroom discourse analysis. .

.The Technique of Data Analysis • Determining the types of interpersonal function used in classroom discourse at sociology. • Determining the types of classroom discourse patterned at Sociology-Economics-History subjects’ classes. economics. and history classes. and history classes. • Analyzing the realization of interpersonal function in classroom discourse at sociology. economics. • Analyzing the structured classroom discourse at Sociology-Economics-History subjects’ classes.

.Triangulation • The triangulation techniques applied in this research will be theory triangulation and data triangulation.

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