Interpersonal Realizations of Pedagogic Discourse in Indonesian EFL Classrooms

M Sri Samiati Tarjana,Riyadi Santosa,Soepomo Poedjosoedarmo,Sunardi Sunardi

doi:10.22437/ijolte.v2i3.5678

M Sri Samiati Tarjana, Riyadi Santosa + Show 2 more

Open Access

https://doi.org/10.22437/ijolte.v2i3.5678

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Abstract

This paper describes the lexicogrammatical realizations of interpersonal meaning in English as a Foreign Language (EFL) classrooms in Indonesian university context. The realizational grammatical patterns are presented using MOOD system in systemic functional linguistics (SFL). The data of this study were three EFL classrooms taken from three English departments in Indonesian universities in Semarang City. Data analyses were done by transcribing the lectures and then divided them into clauses from which the lexicogrammatical realizations of pedagogic MOOD were identified and classified based on MOOD System as suggested by Halliday & Matthiessen in SFL perspectives. The results of the study show that interpersonally, the clauses used in the EFL classrooms are predominated by declarative clause, interrogative clause, and imperative clause. The predominance of declarative clause is influenced by the teacher-centered teaching method used in the classrooms. This method poses lecturer as an expert and students as novice. In this situation, lecturer dominates in giving information about the learning materials. Besides, interrogative clause is also used by lecturer to know the students’ understanding of the learning materials. Finally, imperative clause is also used to ask students to do something relating to the understanding of the learning materials.

Highlights

An English teaching and learning activity can be considered as a genre from the perspective of systemic functional linguistics because the activities are arranged in stages to achieve the teaching and learning goals
This paper describes the lexicogrammatical realizations of interpersonal meaning in English as a Foreign Language (EFL) classrooms in Indonesian university context
The results of the study show that interpersonally, the clauses used in the EFL classrooms are predominated by declarative clause, interrogative clause, and imperative clause

Summary

Introduction

An English teaching and learning activity can be considered as a genre from the perspective of systemic functional linguistics because the activities are arranged in stages to achieve the teaching and learning goals. Seen as a discourse, such teaching and learning activity is called as a pedagogic discourse (Christie, 1995: 223). The existence of genre characteristics in a teaching-learning episode shows that pedagogic discourse is a structured language behavior (Christie, 2002: 3). SRI SAMIATI TARJANA, SOEPOMO POEDJOSOEDARMO, RIYADI SANTOSA characteristics of a pedagogic discourse is reflected from its overall staged-activities and its linguistic features used in carrying out the teaching-learning activities to achieve the learning objectives. The specific lexicogrammatically features used in each teaching-learning step shows certain meanings communicated in the step. One of the meanings is the interpersonal meaning referring to the social relations between teacher and students in the classroom

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Results

Conclusion