Interpersonal meanings Implementation Plan

Perspective texts, an interlocutor expects to tell listenersreaders via text. This means that each text has a relationship between providers of information and recipients of information. It is noteworthy that such relationships of interlocutors are, naturally, influenced by the social situation, and as such, the interlocutors’ position will maintain some element of flexibility. Example 3 above, Tell me when Mike arrived at school, can be replaced by 1 You should tell me when Mike arrived at school, or 2 Would you tell me when Mike arrived at school? etc. Sentence 1 demands the service more strongly by using the word should rather than the original. On the other hand, sentence 2 represents a very polite request by using the phrase Would you, and the demand of service is not so strong as the original. Although each sentence conveys the same message, they show the difference in terms of the subtle nuance behind the message. Moreover, sentence 1 carries a demanding message by a declarative sentence, and sentence 2 does it through an interrogative sentence. This means that the interlocutor of sentence 1 can become a recipient of service. As a result, sentence forms sometimes work together to make up for meanings. Considering the use of words, in texts is strongly connected with the interlocut or’s internal reality, it is important to pay attention even to decorative words found in texts. For instance, when example 1. Contain the word probably, or the phrase I suppose, the certainty of the meaning of the text will be reduced. On the other hand, when it has definitely, or I know, the certainty will be increased. Such words, extending the meaning of texts, are called modal verbs. The types of modality are various and the functions of modality are also various, depending on modal wordsphrases. A sample case of modality is shown as follows: Degree Probability Permissionobligation Frequency Low Could may might possibly Can may it is permitted that…… Seldom Middle Will perhaps Will it is required that…… Sometimes High Must certainly Must should have to it’s obligatory that….. Usually Perspective Table 2. Types and function of modality By using modal wordsphrases, the interlocutor can decide hisher own positioning in communication with a listenerreader. As a result, it can be said that interlocutors can produce various levels of interactivity by the choice of text forms, as well as vocabulary in the various social contexts. That is, ‘politeness, formality, intimacy, the power relationship between speaker and listener and the degree that the speaker indicated willingness to negotiate the demand’ White, 2000: 9 can be created variously.

2.3 Textual meanings

Textual meanings deal with ‘the way in which a stretch of language is organized in relation to its context’ Lock, 1996: 10. See the example of declarative above, Mike arrived at school at nine o’clock. The same message can be delivered in other forms, such as: 1 He arrived at school at nine o’clock; and 2 It was Mike who arrived at school at nine o’clock. Although the core messages of the three sentences are the same, the interlocutor of each sentence can express a different nuance to listenerreader by using a different form. Replacing the subject Mike with the pronoun he in 1, it can be seen that the interlocutor expects that the listenerreader should already know how heshe is mentioning. In the case of 2, the interlocutor puts a strong focus on the subject Mike as an actor of the event. Hence, it is obvious that the way of expressing the interlocutor’s experience decides the atmosphere of the three sentences. Research Methodology This research was a qualitative research due to the nature of the data it possessed. The data were in the form of written texts conversation transcript. The research method was descriptive with critical discourse analysis approach. The data of class interaction collected through audio tape were transcribed using conversation analysis by Schegloff’s theory cf. Sidnell: 2009. Further, the data were analyzed using critical discourse analysis based on systemic functional grammar. Population of this research was the students of three Senior High Schools in Poso city. Sample of this research was the text dialogues taken from 15 interactions occurred in the 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