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INTERPERSONAL METAFUNCTIONS

IN THE CLASSROOM DISCOURSE OF

SOCIAL SCIENCES SUBJECTS

Proposed by:

Lyanita

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The Background of the Study

The quality of

Indonesianeducation is in

declining

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Classroom

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Theeffectiveness of

informationgiven to the

students

Increasing the

quality ofclassroominteraction

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Interaction

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The meaning relies on the language can be revealed

Interpersonal

Interpersonal Metafunction

Suggesting

ordering requesting

asserting

Doubtinginsisting

etc

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The meaning relies on the language can berevealed

Shows lens of view of teaching and learning thatoccur inside the schools

Interpersonal Metafunction

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Classroom

Discourse

Daily

Conversation

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The Problem of the Study

- How are interpersonal metafunctions linguisticallycoded in classroom discourse at sociology, economics,and history classes?

- What types of interpersonal metafunctions occur in

classroom discourse at sociology, economics, andhistory classes?

- What structures of classroom discourse occur atsociology, economics, and history classes?

-How is classroom discourse structured at sociology,economics, and history classes?

Theformulation ofthe problem

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1)

to describe how the interpersonalmetafunctions are linguistically coded in

classroom discourse at sociology, economics, andhistory classes;

2) to investigate types of interpersonal

metafunctions occur in classroom discourse atsociology, economics, and history classes;

3) to investigate the structures of classroomdiscourse occur at sociology, economics, and

history classes;

4) to describe how the classroom discourse isstructured at sociology, economics, and history

classes.

The

objectivesof theStudy

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1) Classroom Discourse occur at social sciencessubjects

2) Interpersonal Metafunction focus on

3) The structures of Classroom Discourse

The

Scope ofthe study

Sociology economics history

Mood Modality

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The significance of the Study

Practically:

1. Teacher -> good input for

enriching their knowledgeabout classroom discourse

2. Linguist -> goodcomparison study for the

realization of classroominterpersonal metafunctionin classroom discourse

Theoritically:

1. Enriching the discussionof application functionalgrammar in classroom

discourse

2. Revealing the discoursebeyond the classroom

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The

ClarificationofTerminologies

InterpersonalMetafunction

Classroom

DiscourseAnalysis

Sinclair andCoulthard’s

Model

Initiation-Response-

Feedback/follow

-up

(I-R-F)

Systemic

FunctionalLinguistic

(SFL)

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Chapter II

Ideational Function

Textual Function


Systemic Functional

Linguistic

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Mood

Indicative

declarative

Interrogative

Imperative

Modality

Modulation

Modulization

Appraisal

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ClassroomDiscourse

• The type of language use found inclassroom situation. Classroom discourse is

also referred to as pedagogic discourse.

ClassroomDiscourseAnalysis

• The analysis of spoken discourse which isdeveloped as a tool for systemic study of

classroom discourse• I-R-F(I)Initiation, (R) Response from

Students, (F) Feedback/Follow-up

Sinclair andCoulthard’s

model

• Sinclair and Coulthard’s model is method ofdiscourse analysis. It has a hierarchicalsystem (Structure of Classroom Discourse)

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5. ACT

4. MOVE

The Structure of Classroom Discourse

Lesson

Transaction

BoundaryExchange

FramingMove

Act

FocusingMove

Act

TeachingExchange

Openingmove

Act

RespondingMove

Act

Follow-upmove

Act

1. LESSON

2.

TRANSACTION

3. EXCHANGE

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Initiation: Focus Move

meta-statement

Example

•

Teacher : Good!Let’s use these to warm up.

Have you ever been Tokyo

Tower?• Students: No.

• Teacher: No?

• Students: No.

• Teacher: Hmm.

Initiation: Frame Move

marker

Initiation: Opening

Move Elicit

Response: Responding

Move reply

Initiation: Opening

Move loop

Response: Responding

Move reply

Follow-up: Follow-up

moveevaluate

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Classroom Discourse Analysis

Initiation Act Response Act Follow-up Act

Frame Move

Good

m

Focus Move

Let’s use these to

warm up.

ms

Opening Move

Have you ever

been Tokyo

Tower?

el

Responding Move

No.

rep

Opening Move

No? l

Responding Move

No. rep

Follow-up Move

Hmm e

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Chapter III

ResearchDesign

QualitativeResearch

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The Subjects of The Study

SMA N 1

Lhokseumawe

• SociologySubject

• Located in

urban area

SMA N

Geudong

• EconomicSubject

• Located in

suburb Area

SMA N 1 Keude

Karing

• History Subject

• Located inoutback area

Class XI

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The Instruments of Data Collection

1. Audio-Recorder

2.

Notebooks 3. Pen

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The Procedures of Data Collection

The classroom discourse of groups’

teacher and students at sociology,economics, and history classes willbe recorded.

The recorded conversation will betranscribed orthographically. All the datawill be collected then classified based onthe interpersonal function and classroomdiscourse analysis.

Confirming the datarevealed.

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The Technique of Data Analysis

• Determining the types of interpersonal functionused in classroom discourse at sociology,economics, and history classes.

• Analyzing the realization of interpersonalfunction in classroom discourse at sociology,economics, and history classes.

• Determining the types of classroom discoursepatterned at Sociology-Economics-History

subjects’ classes. • Analyzing the structured classroom discourse at

Sociology-Economics-History subjects’ classes.

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Triangulation

• The triangulation techniques applied in this

research will be theory triangulation and data

triangulation.

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