Textual meanings Implementation Plan

Perspective classroom. Those samples were selected based on purposive sampling technique. Besides, the sample selection was based on the classroom interaction considered providing much data. The researcher defined the number of text dialogues being analyzed because the texts were based on the audio visual transcription. It was divided into 5 classroom interactions each school. Analysis This part discusses about the realization of speech function in which to all level of classes as the source of data. It can be seen that there is difference realization of speech function between teachers and students in each part initiation and response. There are 1166 speech functions that can be identified from the data. The percentage of each part can be seen as follows: Those percentages of the speech functions realization above can be made in the form of table as follows: Speech Function Category Teacher Student Total Rank Total Rank Statement 207 17,75 2 Offer 2 0,18 3 Question 408 35 1 18 1,54 2 Command 128 10,97 3 Total Initiation 743 63,72 20 1,72 Acknowledgement 47 4,03 4 Acceptance 2 0,18 6 Answer 12 1,02 5 315 27,01 1 Compliance 24 2 Contradiction 1 0,08 4 Rejection 1 0,08 7 1 0,08 5 Disclaimer 1 0,08 8 Refusal Total Response 63 5,39 340 29,17 Total 806 360 Table 8. Realization of speech functions It is clearly shown that the realization of speech functions between teachers and students is very different. Teachers mostly give speech function in the form of initiation Perspective 63,72 and the other is in the form of response 5,39 . The most quantity number of initiation is question 35 , statement 17,75 and command 10,97 . It means that the initiation of action is only shown by one speech function, which is statement. Meanwhile, the initiation of offer does not appear in the data. On the other hand, the initiation in the form of demand action are represented by two speech functions, which are question 35 and command 10,97 that place dominant role in the process of interaction. The total of the two types of speech functions is 45,97 . If it is compared with the initiation conducted by students, there are only 1,72 initiation which are conducted by them. It can be interpreted that by producing more speech functions than students in classroom, teachers seem to apply their power to the student. It could be happened because of the indication of their position in the classroom. As the person who has authority to manage the classroom, teachers are free to behave as what they expect. Based on the interview conducted with teachers, the writer finds that most teachers consider their performance in the classroom as something normal or natural. It is their right to produce more statements, ask question or give commands. They do not realize that such performance will result on the ineffectiveness of teaching process. In the next part, the writer is going to discuss about the appropriateness between speech function and its mood construction. From the data findings taken by the writer, it can be made the percentage of the realization of speech function and its mood construction as follows: Speech function and its mood construction Total Congruent 1010 86,63 Total 1010 86,63 In-congruent Command is realized through interrogative 140 12 Command is realized through declarative 16 1,37 Total 172 13,37 Table 2. Speech functions and its mood selection From the percentage of the findings above, it can be seen that majority of speech functions are realized congruent. It means there is appropriateness between speech function realization and its mood construction. From 1166 identified speech functions, there are only 156 13,37 realization of speech functions which are in-congruent. Those in-congruent characteristics can be found into several parts, which are: command is realized through Perspective intterogative and command is realized through declarative. It can be interpreted that the incongruent realization only contributes less significant impact toward the whole realization of speech function because it has less number of percentages in the speech function. Next, the researcher analyzes the data based on dimensions of relationships proposed by Cate Poynton. She suggests that interpersonal relationships can be analyzed along three dimensions: power, contact and emotion. To sum up, we can think of interpersonal relationships as depending on Contact horizontal social distance, Power vertical social distance, and the kind and amount of emotion expressed. Emotion is partially dependent upon the Contact and Power dimensions; we tend not to express strong emotion to people of higher status or Power, or those who are distant on the horizontal axis. The expression of emotion will often in itself is an attempt to change the horizontal distance between discourse participants.

1.1. Power

The most obvious way in which we show Power is by regulating the behavior of other people in accordance with our wishes or the wishes of the institution we represent. If we wish to regulate listeners’ physical behavior then the most straightforward way of doing this is to issue commands or insist on the listeners’ obligations. If we wish to regulate their verbal behavior, we will tend to use questions, demanding a reply. In either case there are more and less forceful ways of achieving compliance with our wishes. From the data taken in this research, it can be seen that all commands with imperative mood are performed by teachers. It means that teachers are having more demanding than students. In this case, students are not having demand to teachers because it cannot be found in the data. Most of the commands performed by teachers in the data are categorized as more forceful or high degree. It can be revealed through their mood realization in demanding commands. From the data analysis above, it can be summarized that teachers perform command to maintain their status as teacher who have authority to control the class. Such control is persisted by forcing students to do what is expected by teacher. It means that this kind of interaction emphasizes on status and authority of the teacher who can force the other participant of interaction students to act or behave as expected in classroom. As less Perspective powerful participant in the classroom interaction, students tend to realize their status in classroom that has no authority in the teaching process. That is why all commands are only performed by teachers. It would be strange for students to demand commands for their teachers which are considered as more powerful participant in the interaction. Next, the most direct way of demanding verbal behavior of a listener is to use questions, technically the interrogative mood. The effect of interrogatives on interpersonal relationships is not as clear as in the case of commands. On the one hand, on the Power dimension, questioning assumes authority, the right of the speaker to demand information