PROCESS AS A TRANSITIVITY ELEMENT IN CLASSROOM DISCOURSE.
PROCESS AS A TRANSITIVITY ELEMENT IN CLASSROOM
DISCOURSE
A Thesis
Submitted to the English Applied Linguistics Study Program
In Partial Fulfillment of the Requirements
For Magister Degree
By
YUNIAR
Registration Number : 8116112022
ENGLISH APPLIED LINGUISTIC STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2017
PROCESS AS A TRANSITIVITY ELEMENT IN
CLASSROOM DISCOURSE
YUNIAR
Registration Number : 8116112022
English Applied Linguistics Study Program
Postgraduate School State University Of Medan
Approved by
Adviser Commission
Adviser I
Adviser II
Prof. T. Silvana Sinar, M.A., Ph.D
NIP.19540916 198003 2 003
Prof. Dr. Busmin Gurning , M.Pd
NIP. 19590713 198601 1 001
The Head Of English Applied
Linguistics Study Program
Dr. Rahmad Husein,M.Ed
NIP.19620629 198803 1 002
ABSTRACT
YUNIAR.Process As a Transitivity Element in Classroom Discourse. Postgraduate
School of The state University of Medan.2016.
The purposes of the study is to describe about the experiential realization through transitivity
analysis in classroom discourse, and only concerns with one component of the
metafunctions that is the experiential meaning. The problem investigated in this study are
(1) The transitivity processes used by the teachers in English classroom context; (2) the
description of processes realized by teachers in the classroom context; and (3) the field of
discourse in which the processes are realized in the classroom context. This study is data based in which materials were selected as corpora for investigation .The approach is a
descriptive qualitative and quantitative in nature, because beside describing about transitivity
system and classroom discourse, it also calculating emergence frequency of any process
element which appear, and the method is observational. The location of the sudy were in
SMA Negeri 1 and 2 Kejuruan Muda, Aceh Tamiang, where as the temporal setting is
October until November 2016. The subjects of the study are 3 English teachers from both
schools. 6 ClassroomDiscourse (CD)-in-text are selected as data by applying the researcher’s
judgment sampling technique. In collecting the data, this study is used a means of audiovisual recording and transcriptions, and analyzed by employing Interactive Model in
which the clauses realized are determined to the process and circumstantial elements. The
primary instrumen of this study is the researcher herself whereas the secondary instument are
1) classification schemmes of the process as an element of transitivity 2) data sheets of 6
(CD) –in-texts, and notes on each CD –in-text. The result of the study from data analysis
with total of clauses produced by 3 teachers each two sessions are 2175 clauses. It
gained 726 clauses of Material Process (33.38%), followed by behavioural process
gained 425 clauses (19.54%), relational process gained 296 clauses (13.60%),
existantial process gained 287 clauses (13.19%), mental process gained 250
clauses (11.49 %), and verbal process gained 191 clauses (8.78 %).
Key Words: process of transitivity, classroom discourse, systemic functional
linguistic theory.
i
ABSTRAK
YUNIAR. Proses sebagai satu elemen dalam system transtivitas di dalam wacana kelas.
Program Studi Linguistik Terapan Bahasa Inggris, Program Pasca Sarjana, Universitas
Negeri Medan. 2016.
Tujuan dari penelitian ini adalah untuk menggambarkan tentang realisasi pengalaman melalui
analisis transitivitas dalam wacana kelas, dan hanya memfokuskan pada komponen dari
metafunctions yaitu realisasi pengalaman. Masalah yang diteliti (1) proses transitivitas yang
digunakan oleh guru dalam konteks kelas bahasa Inggris; (2) deskripsi proses yang digunakan
oleh guru dalam konteks kelas; dan (3) bidang wacana di mana proses diwujudkan dalam
konteks kelas. Penelitian ini berbasis data yang digunakan sebagai bahan utama penelitian.
Pendekatan penelitian yaitu deskriptif kualitatif dan kuantitatif yang alami, karena selain
menggambarkan tentang sistem transitivitas dan wacana kelas, juga menghitung setiap
elemen proses yang muncul, dan metode penelitiannya adalah observasi. Lokasi penelitian ini
di SMA Negeri 1 dan 2 Kejuruan Muda, Aceh Tamiang, di mana pelksanaan dari pengamatan
mulai bulan Oktober sampai November 2016. Subyek penelitian ini adalah 3 guru bahasa
Inggris dari dua sekolah . 6 wacana kelas -dalam-teks digunakan sebagai data dengan
menerapkan teknik judgment sampling oleh peneliti. Dalam pengumpulan data, penelitian ini
menggunakan alat rekaman audio-visual dan transkripsi, dan dianalisis dengan menggunakan
Model Interaktif di mana klausa yang diteliti dan dianalisis dipilah dengan system
transitivitas yang menitik beratkan pada proses sebagai salah satu elemen . Instrumen utama
dari penelitian ini adalah peneliti sendiri sedangkan instument sekunder 1) skema klasifikasi
proses sebagai unsur transitivitas 2) data 6 wacana kelas -dalam-teks, dan catatan pada setiap
wacana kelas-dalam-teks . Hasil penelitian dari menganalisa data dengan total klausa yang
diucapkan 3 guru masing-masing dua sesi kegiatan belajar mengajar yaitu 2175 klausa.
Dengan perolehan 726 klausa Proses (33,38%), diikuti oleh proses perilaku sebanyak 425
klausa (19,54%), proses relasional memperoleh 296 klausa (13,60%), proses existantial
memperoleh 287 klausa (13,19% ), proses mental yang diperoleh 250 klausa (11,49%), dan
proses verbal yang diperoleh 191 klausa (8,78%).
Kata Kunci : proses transitiviti, wacana kelas, teori linguistik tata bahasa fungsional
ii
ACKNOWLEDGEMENT
Alhamdulillahirabbil alamin, thanks to Allah SWT for the blessing love so
that the writer can accomplish writing this thesis. It is a great blessing to meet so
many wonderful people who have supported me during my study in ENGLISH
Applied Linguistic Postgraduate School State University of Medan. This thesis
would not be completed without the guidence and inspiration of many lecturers
and staffs of English Applied Linguistic Postgraduate School State University of
Medan. The deepest gratitude and appreciation are addressed to Prof. T. Silvana
Sinar, M.A., Ph.D and Prof. Dr. Busmin Gurning , M.Pd as the writer’s advisor,
who have given their guidance, correction, patience, understanding, support, and
also suggessions to the writer in finishing this thesis.
The writer would like to express her deepest gratitude and respect to Dr.
Rahmad Husein,M.Ed as the Head of English Applied Lingistics Study Program
and his scretary, Dr. Anni Holila Pulungan, M.Hum and all the lecturers that have
given her encouragement an alot of experience and knowladge during my study
especially to Prof. Amrin Saragih, M.A.,Ph.D for the valuable sugessions that
have shaped up this thesis. The writer also would like to express her deepest
gratitude and respect her examiners who have generously contributed their
suggestion and criticism for the improvement of this research report.
The writer also wants to extend her appreciation to Bahtiar M.Pd and Drs.
Suhairi M.M the headmaster of SMAN 1 and 2 Kejuruan Muda Aceh Tamiang
regency, for providing the
opportunity to conduct this research. Then, next
appreciation is addressed to Rosnita S.Pd, Nila Kesuma S.Pd and Jamilah S.pd as
the English teachers in SMAN 1 and 2 Kejuruan Muda Aceh Tamiang regency for
iii
being so helpful during the research process in her class. Besides, the writer also
extends her thankfulness to all students of their class for their willingness,
cooperation, and participation in this research.
The writer address sincere gratefulness to her friends, Handoko M.hum,
Asrizal Fauzi S.pd, Lasyuli M.Hum and Edi Chaniago M.Hum. Last but not least,
her special gratitude and indebtedness are dedicated to her beloved husband
Iriansyah Ritonga, and her beloved children, Febryna Ritonga Amd.Kep, Sally
Irvina ritonga S.Si, and Hilman Ritonga S.Pd , who always give their loves,
prayers, supports, and encouragements for every single path the writer chooses.
Special thankfullness is also due to her grandmother and grandfather for their
loves, prayers, supports. This thesis she dedicate to them.
Hopefully, this script would give a positive contribution to the educational
development or those who want to carry out further research. The writer realizes
that this thesis is still far from perfect. She will be glad to accept
any
constructive criticism and recommendation to make this thesis better. Finally,
the writer hopes that this thesis will be useful to the readers who are concerned
about Transitivity, Classroom Discourse and Systemic Functional Grammar.
Medan, 4th January 2016
The writer
Yuniar
iv
TABLE OF CONTENT
Page
ABSTRACT ...............................................................................................
i
ACKNOWLADGEMENTS .......................................................................
iii
TABLE OF CONTENT .............................................................................
v
LIST OF TABLES ......................................................................................
viii
LIST OF FIGURES ....................................................................................
ix
LIST OF APPENDICES ............................................................................
x
CHAPTER I : INTRODUCTION ..........................................................
1
1.1 Background of the Study ..........................................................
1
1.2 T h e Problems of the Study .....................................................
7
1.3 Objectives of the Study ............................................................
8
1.4 T h e Scope of the Study ..........................................................
8
1.5 T h e Significance of the Study .................................................
8
CHAPTER II : THEORITICAL FRAMEWORK ..................................
10
2.1
Classroom Discourse..............................................................
10
2.2
S y s t e m i c F u n c t i o n a l L i n g u i s t i c s T h e o r y ...........
18
2.3
Experiential Function.............................................................
26
2.4
T h e S i x T y p e s o f E x p e r i e n t i a l F u n c t i o n ...........
31
2.4.1
Material Function .......................................................
32
2.4.2
Mental Function .........................................................
33
2.4.3
Verbal Function ..........................................................
35
2.4.4
Behavioral Function ...................................................
36
v
2.4.5
Existential Function ....................................................
38
2.4.6
Relational Function.....................................................
39
2.5
R e l a t e d S t u d i e s .............................................................
41
2.6
Conceptual Framework ..........................................................
46
CHAPTER III : RESEARCH METHOD ...............................................
49
3.1
Research Design ...................................................................
49
3.2
D a t a a n d S o u r c e s o f d a t a ..........................................
49
3.3
Technique in Collecting Data.................................................
50
3.4
I n s t r u m e n t o f D a t a C o l l e c t i o n ................................
51
3.5
T e c h n i q u e o f A n a l y z i n g d a t a .................................
51
3.6
The Trustworthiness of the Study ...........................................
53
CHAPTER IV : DATA ANALYSIS, FINDINGS AND DISCUSSION...... 57
4.1
Data Analysis ........................................................................
57
4.1.1 T r a n s i t i v i t y S y s t e m U s e d b y T e a c h e r 1 ....
57
4.1.2 T r a n s i t i v i t y S y s t e m U s e d b y T e a c h e r 2 . .
62
4.1.3 T r a n s i t i v i t y S y s t e m U s e d b y T e a c h e r 3 ....
67
4.1.4 Overall Summary Of The Process ................................
72
4 . 2 R e s e a r c h F i n d i n g s ........................................................
77
4.2.1 The Transitivity Process Realized by English Teachers In
Classroom Settings .......................................................
77
4.2.2 The Way the Process are Realized by Teachers .............
79
vi
4.2.3 The Reasons to Realize the Transitivity Process ( Field of
Discourse ) ...................................................................
79
Discussion..............................................................................
81
CHAPTER V : CONCLUSIONS AND SUGGESTIONS .......................
85
5.1 Conclusions ..................................................................
85
5.2 S u g g e s t i o n s ............................................................
86
REFERENCES ..........................................................................................
87
APPENDICES ............................................................................................
93
4.3
vii
LIST OF TABLES
Page
Table 2.1 The diffrence Discourse and text...................................................... 23
Table 2.2
Haliday................................................................................................31
Table 3.1 The Background of Teachers ........................................................... 50
Table 4.1
Proportion of Process Type Used by Teacher 1................................ 58
Tabel 4.2 Proportion of Process Type Used by Teacher 2.................................62
Tabel 4.3 Proportion of Process Type Used by Teacher 3...............................67
Tabel 4.4 Summaryof Process...........................................................................104
viii
LIST OF FIGURES
Page
Figure 2.1 The Relationship Between Context, Meaning,and Wordings.............23
Figure 2.2 The System Network of Fields...........................................................23
Figure 2.3 Conceptual Framework ................................................................... 48
Figure 3.1 Interactive Model ............................................................................ 52
ix
LIST OF APPENDICES
Appendices 1.1 List of Codes ........................................................................
93
Appendices 1.2 Teacher 1 ..............................................................................
94
Appendices 1.3 Teacher 2 .............................................................................. 115
Appendices 1.4 Teacher 3 ............................................................................. 137
x
REFERENCES
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Education, Oxford: Blackwell
Al-Nawrasy, O. 2012. The Effect of Native and Nonnative English Language
Teachers on Secondary Students’ Achievement in Speaking Skills . Jordan
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april 2016)
Bogdan, RC. 1992. Qualitative Research For Education : An Introduction to Theory
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Brown, G. and Yule, G. 1983. Discourse Analysis. Cambridge: Cambridge University
Press
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Coulthard, M. 1997. An Introduction to Discourse Analysis, Longman, England, pp
93-115
Eggins, S, 1994. An Introduction to Systemic Functional Linguistics. London:
Continuum
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Ellis, R. 1994 The Study of Second Language Acquisition. Oxford: Oxford University
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(
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in Linguistic Studies of Text and Discourse. Volume 2 in the Collected Works
of M.A.K. Halliday. Edited by J, J. Webster. London and New York:
Continuum. pp. 23–81
Halliday, M. A. K. 1985. An Introduction to Functional Grammer. London : Edwarld
Arnold
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language in a social-semiotic Perspective. Victoria : Deakin University
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DISCOURSE
A Thesis
Submitted to the English Applied Linguistics Study Program
In Partial Fulfillment of the Requirements
For Magister Degree
By
YUNIAR
Registration Number : 8116112022
ENGLISH APPLIED LINGUISTIC STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
2017
PROCESS AS A TRANSITIVITY ELEMENT IN
CLASSROOM DISCOURSE
YUNIAR
Registration Number : 8116112022
English Applied Linguistics Study Program
Postgraduate School State University Of Medan
Approved by
Adviser Commission
Adviser I
Adviser II
Prof. T. Silvana Sinar, M.A., Ph.D
NIP.19540916 198003 2 003
Prof. Dr. Busmin Gurning , M.Pd
NIP. 19590713 198601 1 001
The Head Of English Applied
Linguistics Study Program
Dr. Rahmad Husein,M.Ed
NIP.19620629 198803 1 002
ABSTRACT
YUNIAR.Process As a Transitivity Element in Classroom Discourse. Postgraduate
School of The state University of Medan.2016.
The purposes of the study is to describe about the experiential realization through transitivity
analysis in classroom discourse, and only concerns with one component of the
metafunctions that is the experiential meaning. The problem investigated in this study are
(1) The transitivity processes used by the teachers in English classroom context; (2) the
description of processes realized by teachers in the classroom context; and (3) the field of
discourse in which the processes are realized in the classroom context. This study is data based in which materials were selected as corpora for investigation .The approach is a
descriptive qualitative and quantitative in nature, because beside describing about transitivity
system and classroom discourse, it also calculating emergence frequency of any process
element which appear, and the method is observational. The location of the sudy were in
SMA Negeri 1 and 2 Kejuruan Muda, Aceh Tamiang, where as the temporal setting is
October until November 2016. The subjects of the study are 3 English teachers from both
schools. 6 ClassroomDiscourse (CD)-in-text are selected as data by applying the researcher’s
judgment sampling technique. In collecting the data, this study is used a means of audiovisual recording and transcriptions, and analyzed by employing Interactive Model in
which the clauses realized are determined to the process and circumstantial elements. The
primary instrumen of this study is the researcher herself whereas the secondary instument are
1) classification schemmes of the process as an element of transitivity 2) data sheets of 6
(CD) –in-texts, and notes on each CD –in-text. The result of the study from data analysis
with total of clauses produced by 3 teachers each two sessions are 2175 clauses. It
gained 726 clauses of Material Process (33.38%), followed by behavioural process
gained 425 clauses (19.54%), relational process gained 296 clauses (13.60%),
existantial process gained 287 clauses (13.19%), mental process gained 250
clauses (11.49 %), and verbal process gained 191 clauses (8.78 %).
Key Words: process of transitivity, classroom discourse, systemic functional
linguistic theory.
i
ABSTRAK
YUNIAR. Proses sebagai satu elemen dalam system transtivitas di dalam wacana kelas.
Program Studi Linguistik Terapan Bahasa Inggris, Program Pasca Sarjana, Universitas
Negeri Medan. 2016.
Tujuan dari penelitian ini adalah untuk menggambarkan tentang realisasi pengalaman melalui
analisis transitivitas dalam wacana kelas, dan hanya memfokuskan pada komponen dari
metafunctions yaitu realisasi pengalaman. Masalah yang diteliti (1) proses transitivitas yang
digunakan oleh guru dalam konteks kelas bahasa Inggris; (2) deskripsi proses yang digunakan
oleh guru dalam konteks kelas; dan (3) bidang wacana di mana proses diwujudkan dalam
konteks kelas. Penelitian ini berbasis data yang digunakan sebagai bahan utama penelitian.
Pendekatan penelitian yaitu deskriptif kualitatif dan kuantitatif yang alami, karena selain
menggambarkan tentang sistem transitivitas dan wacana kelas, juga menghitung setiap
elemen proses yang muncul, dan metode penelitiannya adalah observasi. Lokasi penelitian ini
di SMA Negeri 1 dan 2 Kejuruan Muda, Aceh Tamiang, di mana pelksanaan dari pengamatan
mulai bulan Oktober sampai November 2016. Subyek penelitian ini adalah 3 guru bahasa
Inggris dari dua sekolah . 6 wacana kelas -dalam-teks digunakan sebagai data dengan
menerapkan teknik judgment sampling oleh peneliti. Dalam pengumpulan data, penelitian ini
menggunakan alat rekaman audio-visual dan transkripsi, dan dianalisis dengan menggunakan
Model Interaktif di mana klausa yang diteliti dan dianalisis dipilah dengan system
transitivitas yang menitik beratkan pada proses sebagai salah satu elemen . Instrumen utama
dari penelitian ini adalah peneliti sendiri sedangkan instument sekunder 1) skema klasifikasi
proses sebagai unsur transitivitas 2) data 6 wacana kelas -dalam-teks, dan catatan pada setiap
wacana kelas-dalam-teks . Hasil penelitian dari menganalisa data dengan total klausa yang
diucapkan 3 guru masing-masing dua sesi kegiatan belajar mengajar yaitu 2175 klausa.
Dengan perolehan 726 klausa Proses (33,38%), diikuti oleh proses perilaku sebanyak 425
klausa (19,54%), proses relasional memperoleh 296 klausa (13,60%), proses existantial
memperoleh 287 klausa (13,19% ), proses mental yang diperoleh 250 klausa (11,49%), dan
proses verbal yang diperoleh 191 klausa (8,78%).
Kata Kunci : proses transitiviti, wacana kelas, teori linguistik tata bahasa fungsional
ii
ACKNOWLEDGEMENT
Alhamdulillahirabbil alamin, thanks to Allah SWT for the blessing love so
that the writer can accomplish writing this thesis. It is a great blessing to meet so
many wonderful people who have supported me during my study in ENGLISH
Applied Linguistic Postgraduate School State University of Medan. This thesis
would not be completed without the guidence and inspiration of many lecturers
and staffs of English Applied Linguistic Postgraduate School State University of
Medan. The deepest gratitude and appreciation are addressed to Prof. T. Silvana
Sinar, M.A., Ph.D and Prof. Dr. Busmin Gurning , M.Pd as the writer’s advisor,
who have given their guidance, correction, patience, understanding, support, and
also suggessions to the writer in finishing this thesis.
The writer would like to express her deepest gratitude and respect to Dr.
Rahmad Husein,M.Ed as the Head of English Applied Lingistics Study Program
and his scretary, Dr. Anni Holila Pulungan, M.Hum and all the lecturers that have
given her encouragement an alot of experience and knowladge during my study
especially to Prof. Amrin Saragih, M.A.,Ph.D for the valuable sugessions that
have shaped up this thesis. The writer also would like to express her deepest
gratitude and respect her examiners who have generously contributed their
suggestion and criticism for the improvement of this research report.
The writer also wants to extend her appreciation to Bahtiar M.Pd and Drs.
Suhairi M.M the headmaster of SMAN 1 and 2 Kejuruan Muda Aceh Tamiang
regency, for providing the
opportunity to conduct this research. Then, next
appreciation is addressed to Rosnita S.Pd, Nila Kesuma S.Pd and Jamilah S.pd as
the English teachers in SMAN 1 and 2 Kejuruan Muda Aceh Tamiang regency for
iii
being so helpful during the research process in her class. Besides, the writer also
extends her thankfulness to all students of their class for their willingness,
cooperation, and participation in this research.
The writer address sincere gratefulness to her friends, Handoko M.hum,
Asrizal Fauzi S.pd, Lasyuli M.Hum and Edi Chaniago M.Hum. Last but not least,
her special gratitude and indebtedness are dedicated to her beloved husband
Iriansyah Ritonga, and her beloved children, Febryna Ritonga Amd.Kep, Sally
Irvina ritonga S.Si, and Hilman Ritonga S.Pd , who always give their loves,
prayers, supports, and encouragements for every single path the writer chooses.
Special thankfullness is also due to her grandmother and grandfather for their
loves, prayers, supports. This thesis she dedicate to them.
Hopefully, this script would give a positive contribution to the educational
development or those who want to carry out further research. The writer realizes
that this thesis is still far from perfect. She will be glad to accept
any
constructive criticism and recommendation to make this thesis better. Finally,
the writer hopes that this thesis will be useful to the readers who are concerned
about Transitivity, Classroom Discourse and Systemic Functional Grammar.
Medan, 4th January 2016
The writer
Yuniar
iv
TABLE OF CONTENT
Page
ABSTRACT ...............................................................................................
i
ACKNOWLADGEMENTS .......................................................................
iii
TABLE OF CONTENT .............................................................................
v
LIST OF TABLES ......................................................................................
viii
LIST OF FIGURES ....................................................................................
ix
LIST OF APPENDICES ............................................................................
x
CHAPTER I : INTRODUCTION ..........................................................
1
1.1 Background of the Study ..........................................................
1
1.2 T h e Problems of the Study .....................................................
7
1.3 Objectives of the Study ............................................................
8
1.4 T h e Scope of the Study ..........................................................
8
1.5 T h e Significance of the Study .................................................
8
CHAPTER II : THEORITICAL FRAMEWORK ..................................
10
2.1
Classroom Discourse..............................................................
10
2.2
S y s t e m i c F u n c t i o n a l L i n g u i s t i c s T h e o r y ...........
18
2.3
Experiential Function.............................................................
26
2.4
T h e S i x T y p e s o f E x p e r i e n t i a l F u n c t i o n ...........
31
2.4.1
Material Function .......................................................
32
2.4.2
Mental Function .........................................................
33
2.4.3
Verbal Function ..........................................................
35
2.4.4
Behavioral Function ...................................................
36
v
2.4.5
Existential Function ....................................................
38
2.4.6
Relational Function.....................................................
39
2.5
R e l a t e d S t u d i e s .............................................................
41
2.6
Conceptual Framework ..........................................................
46
CHAPTER III : RESEARCH METHOD ...............................................
49
3.1
Research Design ...................................................................
49
3.2
D a t a a n d S o u r c e s o f d a t a ..........................................
49
3.3
Technique in Collecting Data.................................................
50
3.4
I n s t r u m e n t o f D a t a C o l l e c t i o n ................................
51
3.5
T e c h n i q u e o f A n a l y z i n g d a t a .................................
51
3.6
The Trustworthiness of the Study ...........................................
53
CHAPTER IV : DATA ANALYSIS, FINDINGS AND DISCUSSION...... 57
4.1
Data Analysis ........................................................................
57
4.1.1 T r a n s i t i v i t y S y s t e m U s e d b y T e a c h e r 1 ....
57
4.1.2 T r a n s i t i v i t y S y s t e m U s e d b y T e a c h e r 2 . .
62
4.1.3 T r a n s i t i v i t y S y s t e m U s e d b y T e a c h e r 3 ....
67
4.1.4 Overall Summary Of The Process ................................
72
4 . 2 R e s e a r c h F i n d i n g s ........................................................
77
4.2.1 The Transitivity Process Realized by English Teachers In
Classroom Settings .......................................................
77
4.2.2 The Way the Process are Realized by Teachers .............
79
vi
4.2.3 The Reasons to Realize the Transitivity Process ( Field of
Discourse ) ...................................................................
79
Discussion..............................................................................
81
CHAPTER V : CONCLUSIONS AND SUGGESTIONS .......................
85
5.1 Conclusions ..................................................................
85
5.2 S u g g e s t i o n s ............................................................
86
REFERENCES ..........................................................................................
87
APPENDICES ............................................................................................
93
4.3
vii
LIST OF TABLES
Page
Table 2.1 The diffrence Discourse and text...................................................... 23
Table 2.2
Haliday................................................................................................31
Table 3.1 The Background of Teachers ........................................................... 50
Table 4.1
Proportion of Process Type Used by Teacher 1................................ 58
Tabel 4.2 Proportion of Process Type Used by Teacher 2.................................62
Tabel 4.3 Proportion of Process Type Used by Teacher 3...............................67
Tabel 4.4 Summaryof Process...........................................................................104
viii
LIST OF FIGURES
Page
Figure 2.1 The Relationship Between Context, Meaning,and Wordings.............23
Figure 2.2 The System Network of Fields...........................................................23
Figure 2.3 Conceptual Framework ................................................................... 48
Figure 3.1 Interactive Model ............................................................................ 52
ix
LIST OF APPENDICES
Appendices 1.1 List of Codes ........................................................................
93
Appendices 1.2 Teacher 1 ..............................................................................
94
Appendices 1.3 Teacher 2 .............................................................................. 115
Appendices 1.4 Teacher 3 ............................................................................. 137
x
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