MOOD STRUCTURES OF MALE AND FEMALE TEACHERS’ TALK IN THE CLASSROOM.
MOOD STRUCTURES OF MALE AND FEMALE
TEACHERS’ TALK IN THE CLASSROOM
A Thesis
Submitted to the English Applied Linguistics Study Program
In Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
RESDILLA PRATIWI
Registration Number: 8156111044
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
2017
ABSTRAK
Pratiwi, Resdilla. Registration Number: 8156111044.Mood structures of Male and
Female Teachers’ Talk in the Classroom. Thesis. Linguistic Terapan Bahasa
Inggris,Program Pascasarjana, Universitas Negeri Medan. 2017.
Penelitian ini membahas tentang mood structure. Tujuan dari penelitian ini adalah (1)
untuk menginvestigasi jenis –jenis dari mood structure yang digunakan oleh guru lakilaki dan perempuan. (2) untuk mendeskripsikan bahgaiman mood structures tersebut di
arealisasikan oleh guru peremppuan dan laki-laki di dalam ruangan kealas. (3) untuk
mengelaborasikan alasan dari guru perempuan dan laki-laki dalam merealisakikan mood
structures. Temuan penelitian ini menunjukan bahwa: (1) jenis-jenis mood structures
yang telah ditemukan dalam bahsa yang digunakan oleh guru laki-laki dan perempuan
adalah declartiv mood, interrogative mood, dan imperative mood. Dimana declarative
mood lebih sering digunakan. Sedangkan interrogative digunakan kadang-kadang dan
imperative mood sangat jarang digunakan (2) dalam merealisaikan mood structure dari
guru laki-laki dan peremupan itu ditemukan 2 cara, yaitu typical clause mood dan non
typca clause mood. Dalam typical clause mood itu ditemukan ada 3 cara lagi, yaitu
statement yang di realisakikan dengan declarative mood, question yang direalisasikan
dengan interrogative mood dan command yang direalisasikan dalam imperative mood.
Sedangakn dalam non typical clause mood itu hanya ditemukan 2 cara, yaitu question
yang direalisasikan dalam modulated declarative, dan command yang direalisasikan
dalam declarative.(3) untuk alasan dalam merealisaikan mood structure dari guru
perempuan dan laki-laki, dalamkajian ini ditemukan bahwa declarative mood lebih sering
digunakan daripada imperative dan interrogative, ini dikarenakan guru dalam kasus ini
hanya di priporitaskan sebagai pemberi pembelajaran , pemberi informasi dan
kebaisaanya seorang yang lebih sering menggunakan method ceramah, sehingga
declarative mood itu lebih sering d digunakan dalam berinteraksi dengan siswanya.
Bahsa itu unik, setiap manusia memiliki ciri-ciri yang berbeda dalam mengaplikasiakn
bahasanya. Oleh karena itulah dalam mood structure dari guru laki-laki dan perempuan
ini, mereka juga memilki cara yang berbeda ketika menyampaiakn pelajaran, namun
tujuan mereka masih tetap sama yaitu untuk menyampaikan pembelajaran sehingga siswa
bisa menerima dan mengetahui apa yang dikatakan oleh gurunya.
i
ABSTRACT
Pratiwi, Resdilla. Registration Number: 8156111044.Mood structures of Male and
Female Teachers’ Talk in the Classroom.Thesis. English Applied Linguistic
Program, Postgraduate School, State University of Medan. 2017.
The research dealt with Mood Structure. The aims of this study were: (1) to investigate
the types of mood structures of male and female teachers’ talk in the classroom (2) to
describe how the mood structures are realized in male and female teachers’ talk in the
classroom (3) to elaborate the reason why mood structures are realized as the way they
are. The finding of this study revealed that: (1)the types of mood that have been found in
the male and female teacher talk in the classroom are declarative mood, interrogative
mood and imperative mood. Which is the declarative mood is more often used in
classroom interaction, then interrogative mood is sometimes used in classroom
interaction, then imperative mood is rarely used in classroom interaction. (2) For the
realization of mood structures of male and female teachers talk, there are two ways that
have been found in realization of mood structure of male and female teachers talk,
namely, typical clause mood, and non typical clause mood. In typical clause mood, there
are three ways that have been found, namely statement that realized in declarative mood,
then, command that realized in imperative mood, after that question that realized in
interrogative mood. Beside that, in non typical clause mood, it just found two ways in
realization of mood structures of male and female teachers’ talk, namely question that
realized by modulated declarative, then command is realized by declarative.(3) For the
reason in realization of mood structure of male and female teacher’s talk, In this study,
the researcher found that most often frequently used is declarative mood structure. It
occurs because the priority of the teacher’s role just giving information to the student.
And the teacher have become accustomed with a talkative method. Which is the teacher
who plays important role in the classroom interaction, so that the teacher still dominant
using declarative mood than imperative and interrogative mood. Language is uniqe.
every human life have different characteristics in applying the language. Therefore in
this case of mood structures of male and female teacher’s talk in the classroom, they have
different ways into applying the language especially when doing interaction with their
student, Which is they have their own ways in doing interaction with the student, even
though they have different ways but their aim juts making the student comprehend and
can know what the teacher said is.
ii
ACKNOWLEDGEMENT
Alhamdulillah, in the name of Almighty ALLAH, the most Gracious and the most
Merciful, first of all, the writer would like to thank God for His blessing in the completion of this
Thesis. Praises are also addressed to our prophet Muhammad SAW who guided us to the better
life.
In the completion of this Thesis, the writer wishes to acknowledge her deepest gratitude
for all generous guidance and assistance which has been given to her by a lot of people.
The highest appreciation goes to her two advisors, Dr. Rahmad Husein, M.Ed. as her first
advisor and Dr. I Wayan Dirgayasa Tangkas, M.Hum. as her second advisor for their all
guidance through the completion of this Thesis.
Then, her appreciation also goes to Dr. Rahmad Husein, M.Ed. as the Head of English
Applied Linguistics Study Program and Dr. Anni Holila Pulungan, M.Hum. as the Secretary of
English Applied Linguistics Study Program who have assisted her in processing the
administration requirements during the process of her studies in the Postgraduate School of the
State University of Medan.
The writer’s great thank also goes to her reviewers and examiners, Prof. Dr.
Sumarsih,M.Pd., Dr. Didik Santoso, M.Pd., and Dr. Anni Holila Pulungan, M.Hum. They had
given valuable inputs, suggestions, criticisms, and improvements for this thesis. She also would
like to express her thankfulness for all lecturers teaching her during the academic years of LTBI.
Finally, his special gratitude is dedicated to his beloved parents, Zaharuddin and
Misyannur who has given their pray, motivation, support, and also endless praying. And also
special thank for the whole families who always support her and no suitable word that can fully
describe their everlasting love and express how much she love them.
iii
Then her gratitude goes to her special friend Abdurrasyid Sirait, S.Kep,Ns., who has
motivated and supported her to conduct this Thesis. Then, her gratitude goes to her friends of
LTBI A1 XXV who have supported her to conduct this Thesis. last but not least, her gratitude
also goes to her roommate, Gilang Agustina, Alfiyanty Batubara, Listia dini and Asnul Huda
Batubara who have supported her to conduct this Thesis.
Medan, May, 16th 2017
The Writer,
Resdilla Pratiwi
Reg. No. 8156111044
iv
TABLE OF CONTENTS
Pages
ABSTRAK ...................................................................................................... i
ABSTRACT .................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS .............................................................................. iv
LIST OF TABLES ......................................................................................... v
LIST OF FIGURES ....................................................................................... vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I. INTRODUCTION ................................................................. 1
1.1 The Background of the Study ................................................................. 1
1.2 The Problem of Study ............................................................................. 7
1.3 The Objectives of the Study ................................................................... 7
1.4 The Scope of the Study........................................................................... 8
1.5 The Significances of the Study ............................................................... 8
CHAPTER II. REVIEW OF LITERATURE ............................................ 10
2.1 Theoretical Framework........................................................................... 10
2.1.1 Mood Structure ............................................................................. 10
2.1.2 Types of Mood Structure ............................................................... 18
2.1.3 The Realization of Mood Structure ................................................ 24
2.1.4 The Reason of Realization of Mood Structure............................... 27
2.1.5.Gender in Language ...................................................................... 28
2.1.6.Male and Female Teacher’s Talk ................................................... 29
iv
2.2. Relevant Studies...................................................................................... 32
2.3
Conceptual Framework........................................................................... 37
CHAPTER III.METHOD OF RESEARCH ............................................... 40
3.1 Research Design ..................................................................................... 40
3.2 The Data and the Data Source ................................................................ 41
3.3 The Techniques of Data Collection ........................................................ 41
3.4 Tecnique of data Analysis ...................................................................... 42
3.5 The Trustworthiness of the Study........................................................... 44
CHAPTER IV. DATA ANALYSIS, FINDING AND DISCUSSION ...... 48
4.1 Data Analysis ........................................................................................... 48
4.1.1 Mood Structures of Male and Female Teachers Talk ...................... 54
4.1.2 Realization of mood structures ........................................................ 62
4.1.3 The reason of realization of mood structures .................................. 71
4.2 Research Finding ...................................................................................... 73
4.3 Discussion ................................................................................................. 74
CHAPTER V. CONCLUSION AND SUGGESSTIONS .......................... 79
5.1 Conclusions ............................................................................................... 78
5.2 Suggestions ............................................................................................... 80
REFERENCES.............................................................................................. 82
APPENDIX .................................................................................................... 85
v
LIST OF TABLES
Pages
Table 2.1 : Finite verb .............................................................................. 13
Table 2.2 : Finite verb .............................................................................. 14
Table 2.3 : Example of adjunct ................................................................ 17
Table 2.4 : Metafunction and types of adjunct ......................................... 17
Table 2.5 : Example of declarative mood ................................................ 19
Table 2.6 : Wh-element conflacted with subject”part of mood ............... 21
Table 2.7 : Wh-element conflacted with complement ............................. 21
Table 2.8 : Elaboration of realization of speech function
in mood system ...................................................................... 21
Table 2.9 : Speech function and non typical clause mood ....................... 25
v
LIST OF FIGURES
Pages
Figure 1
: Percentage of mood structures of male and female
teachers talk ........................................................................... 56
Figure 2
: Realization of mood structures ............................................... 60
vii
LIST OF APPENDICES
Page
Appendix 1 ....................................................................................................... 85
Appendix 2
........................................................................................................ 86
Appendix 3 ....................................................................................................... 87
Appendix 4 ....................................................................................................... 88
Appendix 5 ....................................................................................................... 98
Vii
CHAPTER I
INTRODUCTION
1.1. The Background of the Study
Every aspect of human‟s life must be fulfilled by a language in
undergoing their daily routines, for instance, sign, symbol, or the oral speech, etc;
those belong to a language. Egg (2011) illustrates that in the ordinary life of
human beings, they constantly use language. They chat to family members,
organize children for school, read paper, speak at meeting, serve customers,
follow instructions in a booklet, etc. all of these are activities involving language.
The language itself is communication practice mediated by linguistic system
(Shitemi,2011) According to Hornby (2012), communication itself is the activity
or process of expressing ideas and feelings or giving information. Giving
information involves transferring knowledge, facts or news by the speakers as the
doers to the listeners as the receivers.
When human being interacts in community, they perform interpersonal
function of language. Interpersonal function is realized by mood and modality.
Mood shows what role the speaker selects in the speech situation and what role he
assigns to the addressee. If the speaker selects the imperative mood, he assumes
the role of one giving commands and puts the addressee in the role of one
expected to obey orders. Modality specifies if the speaker is expressing his
judgment or making a prediction. (Halliday, 2014).
The interpersonal function is realized at two levels namely at the level of
(discourse) semantics and lexicogrammar. At the level of semantics, human being
1
2
performs two roles namely Giving and Demanding. The commodity exchange
may be either information or Goods & Services. When the roles and commodities
are cross classified, four specific activities or speech functions are derived. Based
on Halliday (2014) states that speech functions are realized in four types, namely:
statement, question, offer and command. Thompson (2010) emphasizes the
important point that use of language lies at the very heart of social life. In general,
it is noted that communication and language are important components of social
life. Expressing thought and felling, conveying ideas, making request giving
command, and so on.
In the instructional process, for instance, a teacher must utilize language as
a means of instruction in the classroom which is called “teacher talk”. The
language or teacher talk employed by the teacher in the classroom can be said a
magical thing. It can probably change everything in the classroom. Some experts
do not only define what teacher talk is but also they account for its importance
and impact upon the teaching and learning process.Weddel (2008) reveals that the
language that teachers use in class, or “teacher talk,” can have a tremendous
impact on the success of interactions they have with students. In addition, Yanfen
& Yuqin,(2010) suggest that teacher talk is an indispensable part of foreign
language teaching in organizing activities, and the way teachers talk do not only
determine how well they make their lectures, but also guarantees how well
students will learn.
Teaching learning process takes place mostly in classrooms and it is
frequently carried out under the guidance and supervision of teachers. The
3
interaction between teachers and students constitutes the most important part in all
classroom activities. Appropriate teacher talk can create harmonious atmosphere
and at the same time promotes a more friendly relationship between teachers and
students. Even, teacher talk is claimed as the primary source of linguistic input in
a second language classroom to illustrate how important it is. Krashen (2013)
asserts that teacher talk is now generally recognized as a potentially valuable
source of comprehensible input for the learner. Since this is essential for
language acquisition.
This study is conducted for the reason that the analysis of classroom
discourse is in line with various important phenomena of language use, texts and
conversational interactions or communicative events in the classroom (Van Djik,
1985; Cazden, 1988; Suherdi, 1997). However, the study of classroom interaction
under analysis of systemic functional linguistic which focuses on the role of
communicative functions of classroom participants, has not been investigated
intensively (Christie & Unsworth, 2000, Fairclouch, 2003). It can be proven by
some studies as following:
Sunardi (2015) in his journal about Mood Types Analysis of Teaching and
Learning Process in Immersion Class of Theresiana 1 Senior High School. the
result of this study reveals that the use of declarative mood types is higher than
the other mood types with 180 clauses from 269 clauses. Role relationship
between teacher and students can be seen on the use of imperative mood types,
which is produced more by the teacher as the leader of the class that give the order
4
or command for the students. Teacher is also being the dominant speaker or the
initiator while she Produces clauses more than the students with 147 clauses.
Yuliati (2015) in her journal about Interpersonal Meaning Negotiation In
The Teacher-Student Verbal Interaction, the results showed that most of the
utterances produced by the teacher were in the form of command which means
that the authority of the teacher was dominant. Besides, the teacher also tried to be
equal with the students by using some declarative and interrogative types of
mood. These made the students respond well but not really elaborated her/his
responses.
From research finding above, it can be seen that the study of classroom
interaction under analysis of systemic functional linguistic still general, they just
focus on teacher and the students interaction, without making the more spesific
such as, sex and gender of teacher or class of the students or others that can
influence to the classroom interaction process. Therefore it will be worth
conducting this research focus on mood structure analysis of male and female
teacher talk in the classroom. The researcher want to know the differences
linguistic form used male and female teacher talk especially in mood realization
in the classroom. It is supported by theory of Lakoff ( 1975) which states that men
and women speak differently, women talk more than men, women break the rules
of turn-taking less than men, women’s speech is less direct/ assertive than men.
In order to undergo this research, researchers gathers the data taken from
male and female teacher of SMA N 1 Batahan, regency of Mandaling Natal,
Medan. By adapting this theory the researcher took several utterances from male
5
teacher, Ir is mathematic’s teacher and female teacher’s GS is English Teacher.
Researcher focuses on their utterances produced by the male and female teacher
of SMA N 1 Batahan when teaching in the classroom. based on previous
investigate that researcher get that there are problems in teachers talk of Ir and
Gr in mood realization. The researcher quotes several utterancess from them as
the preliminary data as follows:
(Male Teacher) Ir :
Why don’t you open the door? (C,Q)
Based on the utterances above, it can be analyzed the realizations of mood
are:
Why
Adjunct/wh
Res
Dont
Finite
Mood
You
Subject
Open
Predicator
Idue
the door
Compliment
In this case, students still difficult to understand what the teachers mean.
They can not understand the function of language, is it showing demanding or
just giving asking to them. so that they are confuse what really the teacher’s said
to them. Furthermore. It is opposite with the theory lakkof (1975) which states
that men speech is more direct than women. The fact is Ir speech less direct
when interact with his students. It is very rarely used by men when talking with
another’s person
And also Gr as follows:
Female Teacher Gr
Close the door (C, I)
Based on the utterances above, it can be analyzed the realizations of mood
are:
6
Close
Finite
Mood
The door
Predicator
Residue
In this case, Gr who is female teacher realize his command by using
imperative mood ( Halliday, 2014). It is very opposite with the
theory
Lakkof
(1975) that usually use less direct speech or indirect command when talking with
the other’s persons.
Another utterances between Ir and GS when examples are when they want
to asking the students:
(Male Teacher) Ir :
Ina, you are sick, aren’t you? (Q, D)
Based on utterances above, it can be analyzed the realization of mood are:
Ina
Compl.
Res
You
Subject
Are
Finite
Mood
Sick
Are not
predicator finite
Idue
You?
Subject
While, female teacher said that:
(Female Teacher) Gr:
Why are you sick?( Q,I)
Why
Adjunct/wh
Resd
Are
Finite
You
Subject
Mood
Sick
Predicator
Idue
Based on utterances above it can be seen that, Ir use declarative mood when
asking the the students, it is different with the Gr which use interogative mood
directly when asking the students, meanwhile lackoff (1975) in his theory state
that the women use tag question in asking the others people. Based on the
phenomena above, there is gap between theory and the reality in Mood structure
analysis of male and female teacher talk in the classroom of SMA N 1 Batahan.
7
Therefore, this study is primarily intended to identify the realizations of
mood in male and female teachers talk especially in SMA N1 Batahan. The
researcher want to analyze how is mood structure analysis of male and female
teacher talk in the classroom.
1.2. The Problems of the Study
Based on the description of the background of the study stated above the
problems of the study are formulated as following:
1. What are the types of the mood structures of male and female teachers’
talk in the classroom?
2. How are the mood structures realized in male and female teachers’ talk in
the classroom?
3. Why are the mood structures realized as the way they are?
1.3. The Objectives of the Study
Based on the problems study above, the objectives of the study are:
1. to investigate the types of mood structures of male and female teachers’
talk in the classroom
2. to describe how the mood structures are realized in male and female
teachers’ talk in the classroom
3. to elaborate the reason why mood structures are realized as the way they
are.
8
1.4. The Scope of the Study
Scope of the research is needed to give a focus to this research. This study
focuses on mood structures
of male and female teachers’ talk in the classroom,
especially in SMA N 1 Batahan. This study
apply the concept of interpersonal
metafunction in systemic functional linguistic as proposed by Halliday (1994) in
investigating the mood structure analysis of male and female teacher talk and apply
theory from Lakoff (1975) to support the differences between male and female
teachers’ talk. However, the researcher limits the research just in the classroom in
SMA N 1 Batahan.
1.5. The Significances of the Study
The findings of the study are expected to be relevant and significant
theoritically and practically.
1. Theoritical significances
Theoritically, the result of this study is expected to provide beneficial information
about linguistic features of classroom life, to provide information about textual
analysis, particularly analysis of classroom discourse, so that this study gainned
many insights into this relationship, which in turn contributed, even probably in
small scale, to the theories of language education, teaching and learning process.
2. Practically significances
Practically, the usefulness of findings is described as the following:.
9
1) This study could be reference for the next researchers in identifying
mood structures of male and female teachers’ talk in any field of
language studies.
2) This study of mood system is also expected to enrich research on
investigation classroom behavior which was so central to improve
teaching and learning practices that the findings conclusions of this
study, particularly, may stimulate teachers to improve their teaching
behavior in order to maximize students‟ learning.
3) This
study
can
contribute information
and
insight to
applied
linguistic practitioners, reader and students who are interested in studying
systemic functional linguistic especially in mood structure analysis.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Having analyzed the data, conclusion of this study are drawn as the
following:
1. Types of mood structures that have been found in the male and female teacher
talk in the classroom are declarative mood, interrogative mood and imperative
mood. Which is the declarative mood is more often used in classroom
interaction, then interrogative mood is sometimes used in classroom interaction,
then imperative mood is rarely used in classroom interaction.
2. For the realization of mood structures of male and female teachers talk, there are
two ways that have been found in realization of mood structure of male and
female teachers talk, namely, typical clause mood, and non typical clause mood.
In typical clause mood, there are three ways that have been found, namely
statement that realized in declarative mood, then, command that realized in
imperative mood, after that question that realized in interrogative mood. Beside
that, in non typical clause mood, it just found two ways in realization of mood
structures of male and female teachers’ talk, namely question that realized by
modulated declarative, then command is realized by declarative.
3. For the reason in realization of mood structure of male and female teacher’s talk,
In this study, the researcher found that most often frequently used is declarative
mood structure. It occurs because the priority of the teacher’s role just giving
information to the student. And the teacher have become accustomed with a
79
80
talkative method. Which is the teacher who plays important role in the classroom
interaction, so that the teacher still dominant using declarative mood than
imperative and interrogative mood.
Language is uniqe. every human life have different characteristics in applying
the language. Therefore in this case of mood structures of male and female
teacher’s talk in the classroom, they have different ways into applying the
language especially when doing interaction with their student, Which is they
have their own ways in doing interaction with the student, even though they have
different ways but their aim juts making the student comprehend and can know
what the teacher said is.
5.2 Suggestion
Based on the conclusion previously stated, the are some suggestion for further
researcher . Since this research is focused on analyzing male and female teacher’s
talk in the classroom , so the next researcher suggested to:
1. To make further exploration on mood structures based on ethnic of language
users
2. To make further exploration from perspective of modality. Modality in text
explores how a personal judmend on opinion flavor or seasoning to an
experiential content or speech function by addresser
81
3. To make further exploration from the perspective the structure of mood and
modality. The structures of mood and modality in atext explores how the
component of sentences such as subject, finite, predicator,a djunct and
complement are structured in a sentence.
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advertisements in some nigerian newspapers. Ilorin : Nigeria.
Yuliati, 2013. Interpersonal Meaning Negotiation In The Teacher-Student Verbal
Interaction. Indonesia : Semarang State University.
Yuliati,2015. Interpersonal Meaning Negotiation in the Teacher-Student Verbal
Interaction. ISSN 23045-4557. Indonesia : Semarang State University)
TEACHERS’ TALK IN THE CLASSROOM
A Thesis
Submitted to the English Applied Linguistics Study Program
In Partial Fulfillment of the Requirements for the Degree of
Magister Humaniora
By:
RESDILLA PRATIWI
Registration Number: 8156111044
ENGLISH APPLIED LINGUISTICS STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
MEDAN
2017
ABSTRAK
Pratiwi, Resdilla. Registration Number: 8156111044.Mood structures of Male and
Female Teachers’ Talk in the Classroom. Thesis. Linguistic Terapan Bahasa
Inggris,Program Pascasarjana, Universitas Negeri Medan. 2017.
Penelitian ini membahas tentang mood structure. Tujuan dari penelitian ini adalah (1)
untuk menginvestigasi jenis –jenis dari mood structure yang digunakan oleh guru lakilaki dan perempuan. (2) untuk mendeskripsikan bahgaiman mood structures tersebut di
arealisasikan oleh guru peremppuan dan laki-laki di dalam ruangan kealas. (3) untuk
mengelaborasikan alasan dari guru perempuan dan laki-laki dalam merealisakikan mood
structures. Temuan penelitian ini menunjukan bahwa: (1) jenis-jenis mood structures
yang telah ditemukan dalam bahsa yang digunakan oleh guru laki-laki dan perempuan
adalah declartiv mood, interrogative mood, dan imperative mood. Dimana declarative
mood lebih sering digunakan. Sedangkan interrogative digunakan kadang-kadang dan
imperative mood sangat jarang digunakan (2) dalam merealisaikan mood structure dari
guru laki-laki dan peremupan itu ditemukan 2 cara, yaitu typical clause mood dan non
typca clause mood. Dalam typical clause mood itu ditemukan ada 3 cara lagi, yaitu
statement yang di realisakikan dengan declarative mood, question yang direalisasikan
dengan interrogative mood dan command yang direalisasikan dalam imperative mood.
Sedangakn dalam non typical clause mood itu hanya ditemukan 2 cara, yaitu question
yang direalisasikan dalam modulated declarative, dan command yang direalisasikan
dalam declarative.(3) untuk alasan dalam merealisaikan mood structure dari guru
perempuan dan laki-laki, dalamkajian ini ditemukan bahwa declarative mood lebih sering
digunakan daripada imperative dan interrogative, ini dikarenakan guru dalam kasus ini
hanya di priporitaskan sebagai pemberi pembelajaran , pemberi informasi dan
kebaisaanya seorang yang lebih sering menggunakan method ceramah, sehingga
declarative mood itu lebih sering d digunakan dalam berinteraksi dengan siswanya.
Bahsa itu unik, setiap manusia memiliki ciri-ciri yang berbeda dalam mengaplikasiakn
bahasanya. Oleh karena itulah dalam mood structure dari guru laki-laki dan perempuan
ini, mereka juga memilki cara yang berbeda ketika menyampaiakn pelajaran, namun
tujuan mereka masih tetap sama yaitu untuk menyampaikan pembelajaran sehingga siswa
bisa menerima dan mengetahui apa yang dikatakan oleh gurunya.
i
ABSTRACT
Pratiwi, Resdilla. Registration Number: 8156111044.Mood structures of Male and
Female Teachers’ Talk in the Classroom.Thesis. English Applied Linguistic
Program, Postgraduate School, State University of Medan. 2017.
The research dealt with Mood Structure. The aims of this study were: (1) to investigate
the types of mood structures of male and female teachers’ talk in the classroom (2) to
describe how the mood structures are realized in male and female teachers’ talk in the
classroom (3) to elaborate the reason why mood structures are realized as the way they
are. The finding of this study revealed that: (1)the types of mood that have been found in
the male and female teacher talk in the classroom are declarative mood, interrogative
mood and imperative mood. Which is the declarative mood is more often used in
classroom interaction, then interrogative mood is sometimes used in classroom
interaction, then imperative mood is rarely used in classroom interaction. (2) For the
realization of mood structures of male and female teachers talk, there are two ways that
have been found in realization of mood structure of male and female teachers talk,
namely, typical clause mood, and non typical clause mood. In typical clause mood, there
are three ways that have been found, namely statement that realized in declarative mood,
then, command that realized in imperative mood, after that question that realized in
interrogative mood. Beside that, in non typical clause mood, it just found two ways in
realization of mood structures of male and female teachers’ talk, namely question that
realized by modulated declarative, then command is realized by declarative.(3) For the
reason in realization of mood structure of male and female teacher’s talk, In this study,
the researcher found that most often frequently used is declarative mood structure. It
occurs because the priority of the teacher’s role just giving information to the student.
And the teacher have become accustomed with a talkative method. Which is the teacher
who plays important role in the classroom interaction, so that the teacher still dominant
using declarative mood than imperative and interrogative mood. Language is uniqe.
every human life have different characteristics in applying the language. Therefore in
this case of mood structures of male and female teacher’s talk in the classroom, they have
different ways into applying the language especially when doing interaction with their
student, Which is they have their own ways in doing interaction with the student, even
though they have different ways but their aim juts making the student comprehend and
can know what the teacher said is.
ii
ACKNOWLEDGEMENT
Alhamdulillah, in the name of Almighty ALLAH, the most Gracious and the most
Merciful, first of all, the writer would like to thank God for His blessing in the completion of this
Thesis. Praises are also addressed to our prophet Muhammad SAW who guided us to the better
life.
In the completion of this Thesis, the writer wishes to acknowledge her deepest gratitude
for all generous guidance and assistance which has been given to her by a lot of people.
The highest appreciation goes to her two advisors, Dr. Rahmad Husein, M.Ed. as her first
advisor and Dr. I Wayan Dirgayasa Tangkas, M.Hum. as her second advisor for their all
guidance through the completion of this Thesis.
Then, her appreciation also goes to Dr. Rahmad Husein, M.Ed. as the Head of English
Applied Linguistics Study Program and Dr. Anni Holila Pulungan, M.Hum. as the Secretary of
English Applied Linguistics Study Program who have assisted her in processing the
administration requirements during the process of her studies in the Postgraduate School of the
State University of Medan.
The writer’s great thank also goes to her reviewers and examiners, Prof. Dr.
Sumarsih,M.Pd., Dr. Didik Santoso, M.Pd., and Dr. Anni Holila Pulungan, M.Hum. They had
given valuable inputs, suggestions, criticisms, and improvements for this thesis. She also would
like to express her thankfulness for all lecturers teaching her during the academic years of LTBI.
Finally, his special gratitude is dedicated to his beloved parents, Zaharuddin and
Misyannur who has given their pray, motivation, support, and also endless praying. And also
special thank for the whole families who always support her and no suitable word that can fully
describe their everlasting love and express how much she love them.
iii
Then her gratitude goes to her special friend Abdurrasyid Sirait, S.Kep,Ns., who has
motivated and supported her to conduct this Thesis. Then, her gratitude goes to her friends of
LTBI A1 XXV who have supported her to conduct this Thesis. last but not least, her gratitude
also goes to her roommate, Gilang Agustina, Alfiyanty Batubara, Listia dini and Asnul Huda
Batubara who have supported her to conduct this Thesis.
Medan, May, 16th 2017
The Writer,
Resdilla Pratiwi
Reg. No. 8156111044
iv
TABLE OF CONTENTS
Pages
ABSTRAK ...................................................................................................... i
ABSTRACT .................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................. iii
TABLE OF CONTENTS .............................................................................. iv
LIST OF TABLES ......................................................................................... v
LIST OF FIGURES ....................................................................................... vi
LIST OF APPENDICES ............................................................................... vii
CHAPTER I. INTRODUCTION ................................................................. 1
1.1 The Background of the Study ................................................................. 1
1.2 The Problem of Study ............................................................................. 7
1.3 The Objectives of the Study ................................................................... 7
1.4 The Scope of the Study........................................................................... 8
1.5 The Significances of the Study ............................................................... 8
CHAPTER II. REVIEW OF LITERATURE ............................................ 10
2.1 Theoretical Framework........................................................................... 10
2.1.1 Mood Structure ............................................................................. 10
2.1.2 Types of Mood Structure ............................................................... 18
2.1.3 The Realization of Mood Structure ................................................ 24
2.1.4 The Reason of Realization of Mood Structure............................... 27
2.1.5.Gender in Language ...................................................................... 28
2.1.6.Male and Female Teacher’s Talk ................................................... 29
iv
2.2. Relevant Studies...................................................................................... 32
2.3
Conceptual Framework........................................................................... 37
CHAPTER III.METHOD OF RESEARCH ............................................... 40
3.1 Research Design ..................................................................................... 40
3.2 The Data and the Data Source ................................................................ 41
3.3 The Techniques of Data Collection ........................................................ 41
3.4 Tecnique of data Analysis ...................................................................... 42
3.5 The Trustworthiness of the Study........................................................... 44
CHAPTER IV. DATA ANALYSIS, FINDING AND DISCUSSION ...... 48
4.1 Data Analysis ........................................................................................... 48
4.1.1 Mood Structures of Male and Female Teachers Talk ...................... 54
4.1.2 Realization of mood structures ........................................................ 62
4.1.3 The reason of realization of mood structures .................................. 71
4.2 Research Finding ...................................................................................... 73
4.3 Discussion ................................................................................................. 74
CHAPTER V. CONCLUSION AND SUGGESSTIONS .......................... 79
5.1 Conclusions ............................................................................................... 78
5.2 Suggestions ............................................................................................... 80
REFERENCES.............................................................................................. 82
APPENDIX .................................................................................................... 85
v
LIST OF TABLES
Pages
Table 2.1 : Finite verb .............................................................................. 13
Table 2.2 : Finite verb .............................................................................. 14
Table 2.3 : Example of adjunct ................................................................ 17
Table 2.4 : Metafunction and types of adjunct ......................................... 17
Table 2.5 : Example of declarative mood ................................................ 19
Table 2.6 : Wh-element conflacted with subject”part of mood ............... 21
Table 2.7 : Wh-element conflacted with complement ............................. 21
Table 2.8 : Elaboration of realization of speech function
in mood system ...................................................................... 21
Table 2.9 : Speech function and non typical clause mood ....................... 25
v
LIST OF FIGURES
Pages
Figure 1
: Percentage of mood structures of male and female
teachers talk ........................................................................... 56
Figure 2
: Realization of mood structures ............................................... 60
vii
LIST OF APPENDICES
Page
Appendix 1 ....................................................................................................... 85
Appendix 2
........................................................................................................ 86
Appendix 3 ....................................................................................................... 87
Appendix 4 ....................................................................................................... 88
Appendix 5 ....................................................................................................... 98
Vii
CHAPTER I
INTRODUCTION
1.1. The Background of the Study
Every aspect of human‟s life must be fulfilled by a language in
undergoing their daily routines, for instance, sign, symbol, or the oral speech, etc;
those belong to a language. Egg (2011) illustrates that in the ordinary life of
human beings, they constantly use language. They chat to family members,
organize children for school, read paper, speak at meeting, serve customers,
follow instructions in a booklet, etc. all of these are activities involving language.
The language itself is communication practice mediated by linguistic system
(Shitemi,2011) According to Hornby (2012), communication itself is the activity
or process of expressing ideas and feelings or giving information. Giving
information involves transferring knowledge, facts or news by the speakers as the
doers to the listeners as the receivers.
When human being interacts in community, they perform interpersonal
function of language. Interpersonal function is realized by mood and modality.
Mood shows what role the speaker selects in the speech situation and what role he
assigns to the addressee. If the speaker selects the imperative mood, he assumes
the role of one giving commands and puts the addressee in the role of one
expected to obey orders. Modality specifies if the speaker is expressing his
judgment or making a prediction. (Halliday, 2014).
The interpersonal function is realized at two levels namely at the level of
(discourse) semantics and lexicogrammar. At the level of semantics, human being
1
2
performs two roles namely Giving and Demanding. The commodity exchange
may be either information or Goods & Services. When the roles and commodities
are cross classified, four specific activities or speech functions are derived. Based
on Halliday (2014) states that speech functions are realized in four types, namely:
statement, question, offer and command. Thompson (2010) emphasizes the
important point that use of language lies at the very heart of social life. In general,
it is noted that communication and language are important components of social
life. Expressing thought and felling, conveying ideas, making request giving
command, and so on.
In the instructional process, for instance, a teacher must utilize language as
a means of instruction in the classroom which is called “teacher talk”. The
language or teacher talk employed by the teacher in the classroom can be said a
magical thing. It can probably change everything in the classroom. Some experts
do not only define what teacher talk is but also they account for its importance
and impact upon the teaching and learning process.Weddel (2008) reveals that the
language that teachers use in class, or “teacher talk,” can have a tremendous
impact on the success of interactions they have with students. In addition, Yanfen
& Yuqin,(2010) suggest that teacher talk is an indispensable part of foreign
language teaching in organizing activities, and the way teachers talk do not only
determine how well they make their lectures, but also guarantees how well
students will learn.
Teaching learning process takes place mostly in classrooms and it is
frequently carried out under the guidance and supervision of teachers. The
3
interaction between teachers and students constitutes the most important part in all
classroom activities. Appropriate teacher talk can create harmonious atmosphere
and at the same time promotes a more friendly relationship between teachers and
students. Even, teacher talk is claimed as the primary source of linguistic input in
a second language classroom to illustrate how important it is. Krashen (2013)
asserts that teacher talk is now generally recognized as a potentially valuable
source of comprehensible input for the learner. Since this is essential for
language acquisition.
This study is conducted for the reason that the analysis of classroom
discourse is in line with various important phenomena of language use, texts and
conversational interactions or communicative events in the classroom (Van Djik,
1985; Cazden, 1988; Suherdi, 1997). However, the study of classroom interaction
under analysis of systemic functional linguistic which focuses on the role of
communicative functions of classroom participants, has not been investigated
intensively (Christie & Unsworth, 2000, Fairclouch, 2003). It can be proven by
some studies as following:
Sunardi (2015) in his journal about Mood Types Analysis of Teaching and
Learning Process in Immersion Class of Theresiana 1 Senior High School. the
result of this study reveals that the use of declarative mood types is higher than
the other mood types with 180 clauses from 269 clauses. Role relationship
between teacher and students can be seen on the use of imperative mood types,
which is produced more by the teacher as the leader of the class that give the order
4
or command for the students. Teacher is also being the dominant speaker or the
initiator while she Produces clauses more than the students with 147 clauses.
Yuliati (2015) in her journal about Interpersonal Meaning Negotiation In
The Teacher-Student Verbal Interaction, the results showed that most of the
utterances produced by the teacher were in the form of command which means
that the authority of the teacher was dominant. Besides, the teacher also tried to be
equal with the students by using some declarative and interrogative types of
mood. These made the students respond well but not really elaborated her/his
responses.
From research finding above, it can be seen that the study of classroom
interaction under analysis of systemic functional linguistic still general, they just
focus on teacher and the students interaction, without making the more spesific
such as, sex and gender of teacher or class of the students or others that can
influence to the classroom interaction process. Therefore it will be worth
conducting this research focus on mood structure analysis of male and female
teacher talk in the classroom. The researcher want to know the differences
linguistic form used male and female teacher talk especially in mood realization
in the classroom. It is supported by theory of Lakoff ( 1975) which states that men
and women speak differently, women talk more than men, women break the rules
of turn-taking less than men, women’s speech is less direct/ assertive than men.
In order to undergo this research, researchers gathers the data taken from
male and female teacher of SMA N 1 Batahan, regency of Mandaling Natal,
Medan. By adapting this theory the researcher took several utterances from male
5
teacher, Ir is mathematic’s teacher and female teacher’s GS is English Teacher.
Researcher focuses on their utterances produced by the male and female teacher
of SMA N 1 Batahan when teaching in the classroom. based on previous
investigate that researcher get that there are problems in teachers talk of Ir and
Gr in mood realization. The researcher quotes several utterancess from them as
the preliminary data as follows:
(Male Teacher) Ir :
Why don’t you open the door? (C,Q)
Based on the utterances above, it can be analyzed the realizations of mood
are:
Why
Adjunct/wh
Res
Dont
Finite
Mood
You
Subject
Open
Predicator
Idue
the door
Compliment
In this case, students still difficult to understand what the teachers mean.
They can not understand the function of language, is it showing demanding or
just giving asking to them. so that they are confuse what really the teacher’s said
to them. Furthermore. It is opposite with the theory lakkof (1975) which states
that men speech is more direct than women. The fact is Ir speech less direct
when interact with his students. It is very rarely used by men when talking with
another’s person
And also Gr as follows:
Female Teacher Gr
Close the door (C, I)
Based on the utterances above, it can be analyzed the realizations of mood
are:
6
Close
Finite
Mood
The door
Predicator
Residue
In this case, Gr who is female teacher realize his command by using
imperative mood ( Halliday, 2014). It is very opposite with the
theory
Lakkof
(1975) that usually use less direct speech or indirect command when talking with
the other’s persons.
Another utterances between Ir and GS when examples are when they want
to asking the students:
(Male Teacher) Ir :
Ina, you are sick, aren’t you? (Q, D)
Based on utterances above, it can be analyzed the realization of mood are:
Ina
Compl.
Res
You
Subject
Are
Finite
Mood
Sick
Are not
predicator finite
Idue
You?
Subject
While, female teacher said that:
(Female Teacher) Gr:
Why are you sick?( Q,I)
Why
Adjunct/wh
Resd
Are
Finite
You
Subject
Mood
Sick
Predicator
Idue
Based on utterances above it can be seen that, Ir use declarative mood when
asking the the students, it is different with the Gr which use interogative mood
directly when asking the students, meanwhile lackoff (1975) in his theory state
that the women use tag question in asking the others people. Based on the
phenomena above, there is gap between theory and the reality in Mood structure
analysis of male and female teacher talk in the classroom of SMA N 1 Batahan.
7
Therefore, this study is primarily intended to identify the realizations of
mood in male and female teachers talk especially in SMA N1 Batahan. The
researcher want to analyze how is mood structure analysis of male and female
teacher talk in the classroom.
1.2. The Problems of the Study
Based on the description of the background of the study stated above the
problems of the study are formulated as following:
1. What are the types of the mood structures of male and female teachers’
talk in the classroom?
2. How are the mood structures realized in male and female teachers’ talk in
the classroom?
3. Why are the mood structures realized as the way they are?
1.3. The Objectives of the Study
Based on the problems study above, the objectives of the study are:
1. to investigate the types of mood structures of male and female teachers’
talk in the classroom
2. to describe how the mood structures are realized in male and female
teachers’ talk in the classroom
3. to elaborate the reason why mood structures are realized as the way they
are.
8
1.4. The Scope of the Study
Scope of the research is needed to give a focus to this research. This study
focuses on mood structures
of male and female teachers’ talk in the classroom,
especially in SMA N 1 Batahan. This study
apply the concept of interpersonal
metafunction in systemic functional linguistic as proposed by Halliday (1994) in
investigating the mood structure analysis of male and female teacher talk and apply
theory from Lakoff (1975) to support the differences between male and female
teachers’ talk. However, the researcher limits the research just in the classroom in
SMA N 1 Batahan.
1.5. The Significances of the Study
The findings of the study are expected to be relevant and significant
theoritically and practically.
1. Theoritical significances
Theoritically, the result of this study is expected to provide beneficial information
about linguistic features of classroom life, to provide information about textual
analysis, particularly analysis of classroom discourse, so that this study gainned
many insights into this relationship, which in turn contributed, even probably in
small scale, to the theories of language education, teaching and learning process.
2. Practically significances
Practically, the usefulness of findings is described as the following:.
9
1) This study could be reference for the next researchers in identifying
mood structures of male and female teachers’ talk in any field of
language studies.
2) This study of mood system is also expected to enrich research on
investigation classroom behavior which was so central to improve
teaching and learning practices that the findings conclusions of this
study, particularly, may stimulate teachers to improve their teaching
behavior in order to maximize students‟ learning.
3) This
study
can
contribute information
and
insight to
applied
linguistic practitioners, reader and students who are interested in studying
systemic functional linguistic especially in mood structure analysis.
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
Having analyzed the data, conclusion of this study are drawn as the
following:
1. Types of mood structures that have been found in the male and female teacher
talk in the classroom are declarative mood, interrogative mood and imperative
mood. Which is the declarative mood is more often used in classroom
interaction, then interrogative mood is sometimes used in classroom interaction,
then imperative mood is rarely used in classroom interaction.
2. For the realization of mood structures of male and female teachers talk, there are
two ways that have been found in realization of mood structure of male and
female teachers talk, namely, typical clause mood, and non typical clause mood.
In typical clause mood, there are three ways that have been found, namely
statement that realized in declarative mood, then, command that realized in
imperative mood, after that question that realized in interrogative mood. Beside
that, in non typical clause mood, it just found two ways in realization of mood
structures of male and female teachers’ talk, namely question that realized by
modulated declarative, then command is realized by declarative.
3. For the reason in realization of mood structure of male and female teacher’s talk,
In this study, the researcher found that most often frequently used is declarative
mood structure. It occurs because the priority of the teacher’s role just giving
information to the student. And the teacher have become accustomed with a
79
80
talkative method. Which is the teacher who plays important role in the classroom
interaction, so that the teacher still dominant using declarative mood than
imperative and interrogative mood.
Language is uniqe. every human life have different characteristics in applying
the language. Therefore in this case of mood structures of male and female
teacher’s talk in the classroom, they have different ways into applying the
language especially when doing interaction with their student, Which is they
have their own ways in doing interaction with the student, even though they have
different ways but their aim juts making the student comprehend and can know
what the teacher said is.
5.2 Suggestion
Based on the conclusion previously stated, the are some suggestion for further
researcher . Since this research is focused on analyzing male and female teacher’s
talk in the classroom , so the next researcher suggested to:
1. To make further exploration on mood structures based on ethnic of language
users
2. To make further exploration from perspective of modality. Modality in text
explores how a personal judmend on opinion flavor or seasoning to an
experiential content or speech function by addresser
81
3. To make further exploration from the perspective the structure of mood and
modality. The structures of mood and modality in atext explores how the
component of sentences such as subject, finite, predicator,a djunct and
complement are structured in a sentence.
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