5.3. Tenor of discourse of dialogue 5. 1.
Lexicogrammatical analysis of dialogue 5
Interpersonal meanings Interpretation
Mood selections: Declarative:
You’re, my house is, I
usually, I do Wh-Interrogative
What time, How do, do you
There are two kinds of moods found in dialogue 5. They are declarative and
interrogative. This condition proves that the participants giving and demanding
information. In the dialogue, Andi asks for more information. It means that Andi demands
information while Nurul is giving information. Andi’s proposition such as “How do you go to
school?” indicates that he demands information about the way of Nurul to go to
school. However, Nurul’s response such as “on foot” supplies the information upon Andi’s
question. The answer “on foot” informs that she just go to school on foot. Nurul in the
2. Contextual description of dialogue 5
Tenor of Discourse Interpretation
Agentive or societal roles:
Student and Teacher
Status:
There are two participants who perform
the conversation in dialogue 4. The participants are miss Ina, Butet’s teacher and
Unequal
Social Distance:
Maximal Butet. Thus, the societal roles played in
dialogue 4 are student and teacher. The following is part of the conversation which
shows the relationship between student and teacher.
Butet : I’m sorry, Miss Ina. I’m late. Ina : well, all right. But don’t be late
next time, ok? As the above conversation, the participants
are Butet and Ina. Ina’s is Butet’s teacher. This condition shows that their power is
different. Therefore, their status can be states unequal. It is because the relationship is
between student and teacher. Butet probably uses polite statement towards his teacher such
as “Ok, ma’am. Thank you” it denotes that their social distance is maximal.
5.4. Mode of discourse of dialogue 5 1.
Lexicogrammatical Analysis of dialogue 5
Textual Meaning Interpretation
Thematic choices: Topical Themes:
I, don’t be, There are three thematic choices displayed
in dialogue 5. The thematic choices are topical theme, predicator and textual theme. Topical
Predicators:
clean, take, hurry,
Textual themes:
Well, but, sit, oh, ok, but theme “I” is mainly found in dialogue 5.
Butet’s utterance “I’m sorry, Miss Ina. I’m late”. The preceding example indicates “I” as
the topical theme. It is because it occurs in the initial position. Besides, the predicators
“clean”, “take”, and “hurry” show the actions conducted by the participants in dialogue 5.
The following example : Ina : Can I clean the board now?
Student : Oh, no, please don’t The verb “clean” conveys the action
conducted by Ina. She wants to clean the board. However, her action is denied by her
student, Buetet. It is shown by Butet’s response such as : “Oh, no, please don’t”.
The appearance of textual themes such as : “well”, “but”,”sit” and “ok” portrays the use
of continuity and conjunctive adjunct. Their functions are used in spoken language
particularly continuity adjunct.
2. Contextual Description of dialogue 5
Textual Meaning Interpretation
Role of language: The type of interaction displayed is
Type of interaction:
Dialogue
Medium:
Spoken
Channel:
Phonic totally dialogue. There are two persons who
perform the dialogue. The conversation between Ina and Butet occurs in the classroom.
It is proved by the part of their conversation as follows:
Ina : Can I clean the board now? Butet : Oh, no, please don’t
As the example above, their conversation is totally spoken. Butet’s response
“Oh,no, please don’t” supports that their conversation belongs to spoken language.
Butet responses her teacher’s request spontaneously. Thus, the channel which is
employed in dialogue is also phonic.
6. Data Presentation Data 6 Dialogue 6
Andi : I’m sorry. I’m late
Nurul : Okay, Please sit down
Andi : Is your name Butet?
Wulan : No, I’m Wulan
Andi : Oh, I’m sorry
Melly : I’m sorry for breaking your ruler
Wulan : No problem
6.1. Lexicogrammatical Analysis
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