phases structures realized in classroom communication · ely ezir: phases structures realized in...

PHASES STRUCTURES REALIZED IN CLASSROOM COMMUNICATION

Ely Ezir

Program Studi Teknik Komputer, STMIK Triguna DharmaJl. A.H. Nasution No. 73F - Medan

[email protected]

Abstract

The aim of this study is to introduce the principles and techniques of the systemic functionalapproach to languages, in order that we may begin to analyze and explain how meanings aremade in everyday linguistic realizations. Further more, findings drawn from this analysis might letus know and be aware of how every single linguistic item is very meaningful and very affective tothe students in classroom communication. In the end the teachers and students who involve ineach communication activity could empower their meaning potentially, and be more powerful.

Keywords: Phases Structures, Communication, Classroom

Abstrak

Tujuan dari study ini adalah untuk menorehkan dan memperkenalkan prinsip-prinsip dan teknik-teknik dari systemic functional approach (pendekatan sustemic functional) terhadap bahasa agarkita dapat menganalisa dan menjelaskan bagaimana arti atau makna dibuat dalam realisasiLinguistik sehari-harinya. Lebih jauh temuan-temuan yang diperoleh dari analisa ini kemungkinandapat memberikan kepahaman kepada kita dan kita dapat lebih peka terhadap cara nagaimanasetiap butir-butir linguistic begitu sangat bermakna dan sangat berpengaruh terhadap pelajar dikomunikasi kelas.. Akhirnya, pengajar dan pelajar yang terlibat dalam kegiatan komunikasi dapatlebih memberdayakan makna secara potential dan menjadi lebih berdaya.

Kata kunci: Tahapan Struktur, Komunikasi, Kelas

Ely Ezir: Phases Structures realized in Classroom Communication

Jurnal SAINTIKOMVol. 11 / No. 2 / Mei 2012

INTRODUCTION

In the past ten years there has been muchinformation on the study of viewing on howlanguage was realized in systemic functionallinguistics. Many linguists have offered anoverview of systemic theory to present us howsystemic techniques can be applied in theanalysis of texts. With appropriate theory andadvanced analysis on text, further researchesare supported and possible to be applied invarious different fields.

Systemic Functional linguistics has broughtsome changes to approaching the language.The change could be meant that researcherwho are new to systemic functional linguisticshas a wide range of resources to realize the textof a language. Text can be then viewed andrealized in any purposes under the frame workof systemic functional analysis. However, thebenefits found and gained by analyzing textcould be said to be more actual and practical incontributing meaning to effectiveness ofcommunication.

Various aspects in the level of linguisticrealization can be realized in terms ofelaborating meanings delivered in the text.

The aim of this study is to introduce theprinciples and techniques of the systemicfunctional approach to languages, in order thatwe may begin to analyze and explain howmeanings are made in everyday linguisticrealizations. Further more, findings drawn fromthis research might let us know and be awareof how every single linguistic item is verymeaningful and very affective to the society ofcommunication. In the end the society whoinvolve in each communication activity couldempower their meaning potentially, and bemore powerful.

In our daily activities or in our everydaylives we are constantly using language. We talkto family members, give advice to children,read the newspapers, speak at meetings, servecostumers, make appointment, surf the

internet, send and read emails. In this occasionteaching activity in which communicationcannot be avoided to involve is analyzed. Thewriter would like to occur an attention thatteachers should have been aware ofempowering and structuring the way theycommunicate in the class to their students.Hoping that by doing so, clear explanation willmake clear understanding. Eventually, thequality if teaching could be gained

PHASES STRUCTURES REALIZED

All of these are activities which involvelanguage. Frequently we are constantlyrequired to react to bits of language and in turnwe produce pieces of expressions that makesense. In other words, we are required tonegotiate texts. Text could be clarified by eitherthe technique in communication skill or theawareness of structuring systemic functionallinguistics. The standing point that the writerwould like to do his research is on how teachersin their communication to their students arebeginning to be aware of structuring the text interm of phases and sub phases.

In recent years theorists have received thelanguage from many approaches that focuses intext and keep questioning fundamentally suchas how do text work? How do people work toproduce texts? How do texts apparently meandifferent things to different readers? How dotexts and culture interact?

This study is related to same theoriesbased on systemic functional linguistics inanalyzing phases. Phases hold very importantfunction in making inferences of either partialor entirely text. We are able to understand themeaning as well as the possibilities of messageslied in the complete text.

Being able to draw an interference ofmeaning, found in the text linguistically, basedon the phases and sub phases structured orapplied in the text attracts the writer’s

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attention as well as the interest as a student ofMagister Program in linguistics. This interest isnot only considered practical but also couldallow teachers constructing the meanings ofevery single idea or meaning in any phases oftext in teaching.

This study develops the theory of systemicfunctional analysis on a discourse particularlythe phases structure of Teaching. The analysisstudy thus focuses on phase structure in whicheach Teaching Discourse characterized by aparticular phase structure. In order to put itmore specific the focuses of this study can bespecified as follows:

1. To apply the basis of meta functionrepresents with respects to textstructuring in phases and sub phases.

2. To put systemic functional Linguisticsinto practice so that it can give teachersthe awareness to realize the meaningsmade in text of teaching

The question that needs to be answered inthis analysis is how language is structured foruse? In order to understand how to answer thisquestion, let us return to the statement thatthe fundamental purpose that language hasevolved to serve is to enable us to makemeanings with each other. In other words,language users do not interact in order tochange sounds with each other not ever tochange words or sentences. People interact inorder to make meanings to make sense of theworld and of each other. The overall purpose oflanguage, then, can be described as a semanticone, and each text we participate in is a recordsof meanings that have been made in aparticular context.

However it is certainly the question to beasked in this analysis is how speeches incontext of teaching are structured for use? Andit considers the answer to the question whatdoes the text mean? Is the text making sense toeach of the communicators on language users?Is it certainly that the text structure realizedphasal and sub phasal structures is making this

kind of real world? Consequently, the questionof these are to be answered and to be adiscussion on of the research problem.

The general objective of this study is toinvestigate the speech given in a TeachingDiscourse at the phasal levels in the overallspace of language in context.

Specifically this study is designed toachieve the objectives as follows:

1. To describe the phasal realizationscharacteristics of the TeachingDiscourse with respect to the macrolevel aspects such as the phase typesand the phase patterns.

2. to describe the experiential semanticrealization characteristics of theTeaching Discourse with respect to thesemantic representation.

These are the objectives of this study. Thestudy is designed to achieve them in life withthe whole problem in focus formulated withrespects to the macro level aspects.

With respects to the macro level, it can bedescribed as the answer to the questions ofwhat the phases types patterns are. Thespecific objectives which are formulated aboveare in which the general objectives that thisstudy is designed to achieve as are stated toprovide valuable information on subject ofdiscourse analysis in text phenomena to theteachers.

This study can be seen in a number ofcontexts. First the significance of this study is ingeneral terms concerned with discoursephenomena that may contribute of discoursestudies in general.

Second, this study is a study thatinvestigates Discourse of Teaching phenomenaas in one interpretation–one kind of speechphenomena. Whatever this study has achieved,it is expected that this study may contribute tothe enrichment of Discourse of teaching studiesin general.

Third, adopting systemic functionallinguistics as its theoretical foundation on

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which the analysis and the description arebased, what ever this study has achieved mayconstitute to the enrichment of systemicfunctional analysis based on studies onteaching text or discourse in general and inparticular, in a setting in which linguistic textsrealized.

And finally, the value of the present studyalso releases to the principled selections thatthis study has made as regards the relevantaspects and dimensions of investigations; theselections gave the way for any interestedresearcher in the same field to do furtherresearch that will ultimately provide acomprehensive account of the phenomena.

The scope of this study can be in referenceto the discourse aspects which involve themacro–level aspect. Which involve theideational lexicogrammar with specificreference to experiential lexicogrammar.

Phases Structure or Macro functionintroduced by Sinar (2006). In the TeachingDiscourse in communication in betweenteachers and students, the phases or macrofunction can be drawn as the following:Apology: a term used in the phasal analysis of

the teaching discourse to refer to asub phase or micro-function typethat aims at to express regret for aprevious statement.

Aside: a term used in the phasal analysis oflecture discourse to refer to a sub-phase or micro-function type thataims at expressing what is going on inoneself, making an out of contextutterance or utterances

Comparison and Contrast: comparing andcontrasting point of knowledge.

Consent: a term used in the phasal analysisthat aims at keeping harmoniousrelations among the participantsinvolved in social interaction assignals among participants thatinteraction is about to start(greetings) or to end (leave-taking).

Discourse Structuring: a term used in thephasal analysis that aims atstructuring the discourse in-text inquestion.

Drill: a term used in the phasal analysisthat aims at practicing or exercising acertain technique related to what hasjust been taught. It also purpose thisone is actively listening and repeatpoints in the lecture expressed bysentences, clauses and phrase.

Emphasis:a term used in the phasal analysisthat aims at to emphasizing keypoints (s) to show the significance ofthe point lectured.

Evaluation: a term used in the phasal analysisthat aims at evaluating a piece ofinformation larly in terms of itsquality or degree of goodness orbadness that indicates a positive ornegative attitude of the lecturertowards that information. It is to givevalue of an example beingoffered.

Exemplification: a term used in the phasalanalysis that aims at to exemplifyingor to making clear difficult point inthe lecture and to prove whetherthe point has an implication.

Focus: a term used in the phasal analysisthat aims at giving signal atransitional process of departingfrom a particular sub-phase to thissub-phase that bears a new facts,concept or information, etc. it is toindicate a lecture’s tactic to proceedwith the next actual information inthe lecture.

Humour: a term used in the phasal analysis thataims at to enhance good relationshipamong the participants and to lightenthe mood of an exchange or making ajoke or jokes for the purpose ofcreating a favourable atmosphere.

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Interchange: a term used in the phasal analysisthat aims at interacting orallybetween or among participants.

Judgment: a term used in the phasal analysisthat aims at to attribute degree ofquality and to give a specificinterpretation or personalinvolvement on the topic discussed.

Message: a term used in the phasal analysisthat aims at the purposing forinternal or externalcoommunicattion. It is internal whena teacher or students speak tohimself. It is external when theteacher gives message to thestudents.

Quotation : a term used in the phasalanalysis that aims at quoting from(an) authoritative source (s) tosupport a statement and judgment.

Reminder : a term used in the phasal analysisthat aims at helping the studentsremember of the previous topic.

Substantiation: a term used in the phasalanalysis that aims at substantiatingfacts, concepts, ideas. etc. it alsoaims at providing important pointsabout the topic and the mastery ofcontent taught which support thecontent with examples andquotations.

Summary: a term used in the phasal analysisthat aims at producing a briefcovering point based on the previousstatement , description and examplein the lesson.

Recommendation: a term used in the phasalanalysis that aims at suggesting thatsomething add up.

CONCLUSION

The success or failure in communicating inbetween teacher and students in the classroom

depends up on the role of teacher in realizingthe context phases structure. The teachersshould be aware of macro function. Theteacher as the source of information holds veryimportant role to conduct the effective way incommunicating. Realizing the phases or macrofunction during the learning and teachingprocess could help the class be morecommunicative. It is necessary for the teachersto put phases such as apology, aside,comparison and contrast, consent, discoursestructuring, drill, emphasis, evaluation,exemplification, focus, humor, interchange,judgment, message, reminder, summary,recommendation and leave taking to be putinto practice.

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