Phasal And Experiential Realizations In Lecture Discourse, A Systemic Functional Analysis
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PHASAL AND EXPERIENTIAL REALIZATIONS
IN LECTURE DISCOURSE:
A SYSTEMIC FUNCTIONAL ANALYSIS
TENGKU SILVANA SINAR
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FACULTY OF LANGUAGES AND LINGUISTICS
UNIVERSITY OF MALAYA
MAY 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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•
DEDICATION
,
\
.
Dedicated to Abdul Wahab Yahya Al haj,
Shahnaznshrafia and Ashfaq Yasser,
Tengku Luckman Sinar S.H. Al haj
and Tengku Daratul Qamar
)
.
•
ii
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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CERTIfICATE:
[ certify that this dissertation is my own research account and its content has
not been submitted for a higher degree to any other university or institution.
Tengku Silvana Sinar
•
(
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
-~
ABSTRACT
The problems investigated in this study are (I) what are the phasal realisations of
the lecture discourse (LD) with respect to the phase and sub-phase types and
patterns, (2) what are the experiential semantic realisations of the LD with respect
to the semantic representation, and (3) what arc the experiential
lexieogrammatical realisations of the LD with respect to the transitivity system
representation?
•
1
•
This study is corpus-based in which materials were selected as corpora for
investigation. The approach is qualitative/quantitative-descriptive in nature, and
the method is observational. The spatial setting is the Faculty of Languages,
University of Malaya, whereas the temporal setting is March and July 1995. The
subject population is lecturers and students of the institution. The sample consists
of 7 lecturers and 387 students that are selected by employing a random sampling
technique. Of all the lectures that involve the sample, 7 lectures-in-texts are
selected as data by applying the researcher's judgement sampling technique. The
data arc collected by means of audio-visual recordings and transcriptions, and
they are analysed by employing a complementary method of analysis that
combines Young's model and Halliday's model. The primary instrument of this
study is the researcher herself, whereas the secondary instruments arc (I)
classification schemes of the semiotic aspects that are in focus, (2) data sheets
that contain 7 lectures-in-texts, and (3) notes on each lecture-in-text.
The findings reveal that the Lfr-in-text as a whole is typically realised and
characterised by the following: (I) the Substantiation (SU) as the most prominent
macro-function and the Consent (CT) as the least prominent, (2) the Definition
(DE) as the most prominent micro-function and the Aside (AS) as the least
prominent, (3) the Being as the most prominent semantic field and the Existing as
the least prominent, and (4) the Relational as the most prominent transitivity
process type and the Existential as the least prominent. The macro-function
patterns display dynamic variations, and the micro-function patterns demonstrate
greatly dynamic variations. Furthermore, the findings also show the following:
(I) the Carrier as the most prominent participant function and the Target as the
least prominent, and (2) the Non-human as the more prominent participant type
than the Human. In addition, the Location circumstantial type is the most
prominent, whereas the Contigency is the least prominent.
Based on the main findings, there is strong evidence to suggest that the 'semiotic
behaviour' of the Llr-in-text as a whole is motivated by the goal-oriented need,
and the goal to achieve has tended to be more academic-oriented than socialoriented, In this, the lecturers as the primary speakers of the lecture room
interactions have tended to focus on the transformation of intellectual values
(academic knowledge/skills) with the least social values involved therein. The
most prominently occurring SU macro-function, DE micro-function and Being
and Relational processes arc clear indicators of this endeavour.
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
IV
.,
•
.
The scope and objectives of this study have been delimited to investigating LD
phenomena at the levels of phase, sub-phase, experiential semantics and
transitivity grammar. To provide a comprehensive account of LD phenomena at
the given Malaysian institution in particular, it is suggested that further research
of this kind with a wider scope needs to be earned out, as such that it includes all
relevant aspects and dimensions of all the semiotic levels in the overall semiotic
space of language-in-context complex .
•
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
v
ABSTRAK
Masalah yang diteliti dalarn kajian ini ialah (1) apakah realisasi fasa (phasal
realisations) dalam wacana kuliah dihubungkait dengan jenis dan pola fasa dan
sub-fasa, (2) apakah realisasi pengalaman semantik (experiential semantic
realisations) wacana kuliah dihubungkait dengan representasi semantik (semantic
representation) dan (3) apakah realisasi nahu leksikal (lexicogrammatical
realisations) wacana kuliah dikaitkan dengan representasi sistim transitiviti
(transitivity system representation).
Kajian ini berdasarkan data. Data yang dikumpulkan dianalisis menggunakan
pendekatan deskriptif kualitatif and kuantitatif dan metode yang digunakan
adalah metode observasi. Tempat pengambilan data adalah di Fakulti Bahasa dan
Linguistik pada bulan Mac dan Julai tahun 1995.
Populasi subjek adalah pensyarah dan mahasiswa di institusi tersebut. Sampel
terdiri dari 7 pensyarah dan 387 mahasiswa yang dipilih adalah secara rawak.
Dari semua pensyarah yang terbabit dalam sarnpel, 7 kuliah-dalam-teks telah
dipilih sehagai data dengan peni1aian peneliti. Data dirakam secara 'audio-visual'
kernudian ditranskripsikan dan dianalisis dengan menggunakan metode analisis
komplimentari kombinasi antara 2 model SLFT Halliday dan Young. Unsur
instrumen dalam pengajian ini adalah (l) skim klasifikasi aspek-aspek serniotik,
(2) data yang terdiri dari 7 kuliah-dalam-tcks, dan (3) catitan setiap kuliahdalam-teks.
Dapatan pengajian menunjukkan bahawa wacana kuliah secara keseluruhan
direalisasikan
dan disifatkan secara khusus sebagai: (l) fungsi-makro
'Substantiation' (S0) yang terbesar dan fungsi-mikro 'Consent' (CT) yang
terkecil, (2) fungsi-rnikro 'Explanation' (EP) dan 'Definition' (DE) yang terbesar
dan fungsi mikro Aside (AS) yang terkecil, (3) realisasi semantik 'Being' yang
terbesar, dan 'Existing' yang terkecil, (4) proses transitiviti 'relational' yang
terbanyak dan 'existential' yang terkecil, (5) fungsi partisipan "Carrier" yang
terbesar dan 'Target' yang terbanyak, (6) Jenis partisipan 'Non-human' yang
lebih banyak digunakan daripada 'Non-human', dan (7) Jenis sirkurnstansi
'Location' yang terbesar dan 'Contigency" yang terkecil.
Dapatan ini secara keseluruhan bermakna bahawa perilaku semiotik dalam
wacana kuliah-dalam-teks dimotivasi oleh keperluan yang mernpunyai tujuan
akademik dan untuk mencapai tujuan ini pensyarah lebih berorientasi akademik
daripada berorientasi sosial. Terbukti pensyarah sebagai penutur utama dalam
interaksi di ruang kuliah cenderung memfokuskan kepada transfonnasi nilai-nilai
intelektual (pengetahuan akademik dan kemahiran) dengan memperkecil nilainilai sosial yang terbabit di dalam kuliah. Sebagai indikator dapat kita lihat
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
,
dengan besarnya frekuensi kehadiran fungsi-makro SU dan fungsi-mikro EP dan
DE, realisasi semantik "Being" dan proses transitiviti 'Relational",
Memandangkan ruang lingkup dan objektif kajian yang dijalankan ini terbatas
untuk menyelidiki fenomena wacana kuliah secara komprihensif pada satu
institusi di Malaysia sahaja dan hanya menyentuh sebahagian kecil daripada
aspek semiotik bahasa dan konteks, maka disarankan kepada peneliti-peneliti
lainnya untuk mernperluas ruang lingkupkajian dan menyentuh seluruh aspek
dan dimensi kajian tingkat serniotik bahasa dan konteks.
.'
.,II
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
-~
ABSTRACT
The problems investigated in this study are (I) what are the phasal realisations of
the lecture discourse (LD) with respect to the phase and sub-phase types and
patterns, (2) what are the experiential semantic realisations of the LD with respect
to the semantic representation, and (3) what arc the experiential
lexieogrammatical realisations of the LD with respect to the transitivity system
representation?
•
1
•
This study is corpus-based in which materials were selected as corpora for
investigation. The approach is qualitative/quantitative-descriptive in nature, and
the method is observational. The spatial setting is the Faculty of Languages,
University of Malaya, whereas the temporal setting is March and July 1995. The
subject population is lecturers and students of the institution. The sample consists
of 7 lecturers and 387 students that are selected by employing a random sampling
technique. Of all the lectures that involve the sample, 7 lectures-in-texts are
selected as data by applying the researcher's judgement sampling technique. The
data arc collected by means of audio-visual recordings and transcriptions, and
they are analysed by employing a complementary method of analysis that
combines Young's model and Halliday's model. The primary instrument of this
study is the researcher herself, whereas the secondary instruments arc (I)
classification schemes of the semiotic aspects that are in focus, (2) data sheets
that contain 7 lectures-in-texts, and (3) notes on each lecture-in-text.
The findings reveal that the Lfr-in-text as a whole is typically realised and
characterised by the following: (I) the Substantiation (SU) as the most prominent
macro-function and the Consent (CT) as the least prominent, (2) the Definition
(DE) as the most prominent micro-function and the Aside (AS) as the least
prominent, (3) the Being as the most prominent semantic field and the Existing as
the least prominent, and (4) the Relational as the most prominent transitivity
process type and the Existential as the least prominent. The macro-function
patterns display dynamic variations, and the micro-function patterns demonstrate
greatly dynamic variations. Furthermore, the findings also show the following:
(I) the Carrier as the most prominent participant function and the Target as the
least prominent, and (2) the Non-human as the more prominent participant type
than the Human. In addition, the Location circumstantial type is the most
prominent, whereas the Contigency is the least prominent.
Based on the main findings, there is strong evidence to suggest that the 'semiotic
behaviour' of the Llr-in-text as a whole is motivated by the goal-oriented need,
and the goal to achieve has tended to be more academic-oriented than socialoriented, In this, the lecturers as the primary speakers of the lecture room
interactions have tended to focus on the transformation of intellectual values
(academic knowledge/skills) with the least social values involved therein. The
most prominently occurring SU macro-function, DE micro-function and Being
and Relational processes arc clear indicators of this endeavour.
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
IV
.,
•
.
The scope and objectives of this study have been delimited to investigating LD
phenomena at the levels of phase, sub-phase, experiential semantics and
transitivity grammar. To provide a comprehensive account of LD phenomena at
the given Malaysian institution in particular, it is suggested that further research
of this kind with a wider scope needs to be earned out, as such that it includes all
relevant aspects and dimensions of all the semiotic levels in the overall semiotic
space of language-in-context complex .
•
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
v
ABSTRAK
Masalah yang diteliti dalarn kajian ini ialah (1) apakah realisasi fasa (phasal
realisations) dalam wacana kuliah dihubungkait dengan jenis dan pola fasa dan
sub-fasa, (2) apakah realisasi pengalaman semantik (experiential semantic
realisations) wacana kuliah dihubungkait dengan representasi semantik (semantic
representation) dan (3) apakah realisasi nahu leksikal (lexicogrammatical
realisations) wacana kuliah dikaitkan dengan representasi sistim transitiviti
(transitivity system representation).
Kajian ini berdasarkan data. Data yang dikumpulkan dianalisis menggunakan
pendekatan deskriptif kualitatif and kuantitatif dan metode yang digunakan
adalah metode observasi. Tempat pengambilan data adalah di Fakulti Bahasa dan
Linguistik pada bulan Mac dan Julai tahun 1995.
Populasi subjek adalah pensyarah dan mahasiswa di institusi tersebut. Sampel
terdiri dari 7 pensyarah dan 387 mahasiswa yang dipilih adalah secara rawak.
Dari semua pensyarah yang terbabit dalam sarnpel, 7 kuliah-dalam-teks telah
dipilih sehagai data dengan peni1aian peneliti. Data dirakam secara 'audio-visual'
kernudian ditranskripsikan dan dianalisis dengan menggunakan metode analisis
komplimentari kombinasi antara 2 model SLFT Halliday dan Young. Unsur
instrumen dalam pengajian ini adalah (l) skim klasifikasi aspek-aspek serniotik,
(2) data yang terdiri dari 7 kuliah-dalam-tcks, dan (3) catitan setiap kuliahdalam-teks.
Dapatan pengajian menunjukkan bahawa wacana kuliah secara keseluruhan
direalisasikan
dan disifatkan secara khusus sebagai: (l) fungsi-makro
'Substantiation' (S0) yang terbesar dan fungsi-mikro 'Consent' (CT) yang
terkecil, (2) fungsi-rnikro 'Explanation' (EP) dan 'Definition' (DE) yang terbesar
dan fungsi mikro Aside (AS) yang terkecil, (3) realisasi semantik 'Being' yang
terbesar, dan 'Existing' yang terkecil, (4) proses transitiviti 'relational' yang
terbanyak dan 'existential' yang terkecil, (5) fungsi partisipan "Carrier" yang
terbesar dan 'Target' yang terbanyak, (6) Jenis partisipan 'Non-human' yang
lebih banyak digunakan daripada 'Non-human', dan (7) Jenis sirkurnstansi
'Location' yang terbesar dan 'Contigency" yang terkecil.
Dapatan ini secara keseluruhan bermakna bahawa perilaku semiotik dalam
wacana kuliah-dalam-teks dimotivasi oleh keperluan yang mernpunyai tujuan
akademik dan untuk mencapai tujuan ini pensyarah lebih berorientasi akademik
daripada berorientasi sosial. Terbukti pensyarah sebagai penutur utama dalam
interaksi di ruang kuliah cenderung memfokuskan kepada transfonnasi nilai-nilai
intelektual (pengetahuan akademik dan kemahiran) dengan memperkecil nilainilai sosial yang terbabit di dalam kuliah. Sebagai indikator dapat kita lihat
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
,
dengan besarnya frekuensi kehadiran fungsi-makro SU dan fungsi-mikro EP dan
DE, realisasi semantik "Being" dan proses transitiviti 'Relational",
Memandangkan ruang lingkup dan objektif kajian yang dijalankan ini terbatas
untuk menyelidiki fenomena wacana kuliah secara komprihensif pada satu
institusi di Malaysia sahaja dan hanya menyentuh sebahagian kecil daripada
aspek semiotik bahasa dan konteks, maka disarankan kepada peneliti-peneliti
lainnya untuk mernperluas ruang lingkupkajian dan menyentuh seluruh aspek
dan dimensi kajian tingkat serniotik bahasa dan konteks.
.'
.,II
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lectur
PHASAL AND EXPERIENTIAL REALIZATIONS
IN LECTURE DISCOURSE:
A SYSTEMIC FUNCTIONAL ANALYSIS
TENGKU SILVANA SINAR
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FACULTY OF LANGUAGES AND LINGUISTICS
UNIVERSITY OF MALAYA
MAY 2002
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Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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•
DEDICATION
,
\
.
Dedicated to Abdul Wahab Yahya Al haj,
Shahnaznshrafia and Ashfaq Yasser,
Tengku Luckman Sinar S.H. Al haj
and Tengku Daratul Qamar
)
.
•
ii
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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CERTIfICATE:
[ certify that this dissertation is my own research account and its content has
not been submitted for a higher degree to any other university or institution.
Tengku Silvana Sinar
•
(
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-~
ABSTRACT
The problems investigated in this study are (I) what are the phasal realisations of
the lecture discourse (LD) with respect to the phase and sub-phase types and
patterns, (2) what are the experiential semantic realisations of the LD with respect
to the semantic representation, and (3) what arc the experiential
lexieogrammatical realisations of the LD with respect to the transitivity system
representation?
•
1
•
This study is corpus-based in which materials were selected as corpora for
investigation. The approach is qualitative/quantitative-descriptive in nature, and
the method is observational. The spatial setting is the Faculty of Languages,
University of Malaya, whereas the temporal setting is March and July 1995. The
subject population is lecturers and students of the institution. The sample consists
of 7 lecturers and 387 students that are selected by employing a random sampling
technique. Of all the lectures that involve the sample, 7 lectures-in-texts are
selected as data by applying the researcher's judgement sampling technique. The
data arc collected by means of audio-visual recordings and transcriptions, and
they are analysed by employing a complementary method of analysis that
combines Young's model and Halliday's model. The primary instrument of this
study is the researcher herself, whereas the secondary instruments arc (I)
classification schemes of the semiotic aspects that are in focus, (2) data sheets
that contain 7 lectures-in-texts, and (3) notes on each lecture-in-text.
The findings reveal that the Lfr-in-text as a whole is typically realised and
characterised by the following: (I) the Substantiation (SU) as the most prominent
macro-function and the Consent (CT) as the least prominent, (2) the Definition
(DE) as the most prominent micro-function and the Aside (AS) as the least
prominent, (3) the Being as the most prominent semantic field and the Existing as
the least prominent, and (4) the Relational as the most prominent transitivity
process type and the Existential as the least prominent. The macro-function
patterns display dynamic variations, and the micro-function patterns demonstrate
greatly dynamic variations. Furthermore, the findings also show the following:
(I) the Carrier as the most prominent participant function and the Target as the
least prominent, and (2) the Non-human as the more prominent participant type
than the Human. In addition, the Location circumstantial type is the most
prominent, whereas the Contigency is the least prominent.
Based on the main findings, there is strong evidence to suggest that the 'semiotic
behaviour' of the Llr-in-text as a whole is motivated by the goal-oriented need,
and the goal to achieve has tended to be more academic-oriented than socialoriented, In this, the lecturers as the primary speakers of the lecture room
interactions have tended to focus on the transformation of intellectual values
(academic knowledge/skills) with the least social values involved therein. The
most prominently occurring SU macro-function, DE micro-function and Being
and Relational processes arc clear indicators of this endeavour.
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IV
.,
•
.
The scope and objectives of this study have been delimited to investigating LD
phenomena at the levels of phase, sub-phase, experiential semantics and
transitivity grammar. To provide a comprehensive account of LD phenomena at
the given Malaysian institution in particular, it is suggested that further research
of this kind with a wider scope needs to be earned out, as such that it includes all
relevant aspects and dimensions of all the semiotic levels in the overall semiotic
space of language-in-context complex .
•
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ABSTRAK
Masalah yang diteliti dalarn kajian ini ialah (1) apakah realisasi fasa (phasal
realisations) dalam wacana kuliah dihubungkait dengan jenis dan pola fasa dan
sub-fasa, (2) apakah realisasi pengalaman semantik (experiential semantic
realisations) wacana kuliah dihubungkait dengan representasi semantik (semantic
representation) dan (3) apakah realisasi nahu leksikal (lexicogrammatical
realisations) wacana kuliah dikaitkan dengan representasi sistim transitiviti
(transitivity system representation).
Kajian ini berdasarkan data. Data yang dikumpulkan dianalisis menggunakan
pendekatan deskriptif kualitatif and kuantitatif dan metode yang digunakan
adalah metode observasi. Tempat pengambilan data adalah di Fakulti Bahasa dan
Linguistik pada bulan Mac dan Julai tahun 1995.
Populasi subjek adalah pensyarah dan mahasiswa di institusi tersebut. Sampel
terdiri dari 7 pensyarah dan 387 mahasiswa yang dipilih adalah secara rawak.
Dari semua pensyarah yang terbabit dalam sarnpel, 7 kuliah-dalam-teks telah
dipilih sehagai data dengan peni1aian peneliti. Data dirakam secara 'audio-visual'
kernudian ditranskripsikan dan dianalisis dengan menggunakan metode analisis
komplimentari kombinasi antara 2 model SLFT Halliday dan Young. Unsur
instrumen dalam pengajian ini adalah (l) skim klasifikasi aspek-aspek serniotik,
(2) data yang terdiri dari 7 kuliah-dalam-tcks, dan (3) catitan setiap kuliahdalam-teks.
Dapatan pengajian menunjukkan bahawa wacana kuliah secara keseluruhan
direalisasikan
dan disifatkan secara khusus sebagai: (l) fungsi-makro
'Substantiation' (S0) yang terbesar dan fungsi-mikro 'Consent' (CT) yang
terkecil, (2) fungsi-rnikro 'Explanation' (EP) dan 'Definition' (DE) yang terbesar
dan fungsi mikro Aside (AS) yang terkecil, (3) realisasi semantik 'Being' yang
terbesar, dan 'Existing' yang terkecil, (4) proses transitiviti 'relational' yang
terbanyak dan 'existential' yang terkecil, (5) fungsi partisipan "Carrier" yang
terbesar dan 'Target' yang terbanyak, (6) Jenis partisipan 'Non-human' yang
lebih banyak digunakan daripada 'Non-human', dan (7) Jenis sirkurnstansi
'Location' yang terbesar dan 'Contigency" yang terkecil.
Dapatan ini secara keseluruhan bermakna bahawa perilaku semiotik dalam
wacana kuliah-dalam-teks dimotivasi oleh keperluan yang mernpunyai tujuan
akademik dan untuk mencapai tujuan ini pensyarah lebih berorientasi akademik
daripada berorientasi sosial. Terbukti pensyarah sebagai penutur utama dalam
interaksi di ruang kuliah cenderung memfokuskan kepada transfonnasi nilai-nilai
intelektual (pengetahuan akademik dan kemahiran) dengan memperkecil nilainilai sosial yang terbabit di dalam kuliah. Sebagai indikator dapat kita lihat
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
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,
dengan besarnya frekuensi kehadiran fungsi-makro SU dan fungsi-mikro EP dan
DE, realisasi semantik "Being" dan proses transitiviti 'Relational",
Memandangkan ruang lingkup dan objektif kajian yang dijalankan ini terbatas
untuk menyelidiki fenomena wacana kuliah secara komprihensif pada satu
institusi di Malaysia sahaja dan hanya menyentuh sebahagian kecil daripada
aspek semiotik bahasa dan konteks, maka disarankan kepada peneliti-peneliti
lainnya untuk mernperluas ruang lingkupkajian dan menyentuh seluruh aspek
dan dimensi kajian tingkat serniotik bahasa dan konteks.
.'
.,II
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-~
ABSTRACT
The problems investigated in this study are (I) what are the phasal realisations of
the lecture discourse (LD) with respect to the phase and sub-phase types and
patterns, (2) what are the experiential semantic realisations of the LD with respect
to the semantic representation, and (3) what arc the experiential
lexieogrammatical realisations of the LD with respect to the transitivity system
representation?
•
1
•
This study is corpus-based in which materials were selected as corpora for
investigation. The approach is qualitative/quantitative-descriptive in nature, and
the method is observational. The spatial setting is the Faculty of Languages,
University of Malaya, whereas the temporal setting is March and July 1995. The
subject population is lecturers and students of the institution. The sample consists
of 7 lecturers and 387 students that are selected by employing a random sampling
technique. Of all the lectures that involve the sample, 7 lectures-in-texts are
selected as data by applying the researcher's judgement sampling technique. The
data arc collected by means of audio-visual recordings and transcriptions, and
they are analysed by employing a complementary method of analysis that
combines Young's model and Halliday's model. The primary instrument of this
study is the researcher herself, whereas the secondary instruments arc (I)
classification schemes of the semiotic aspects that are in focus, (2) data sheets
that contain 7 lectures-in-texts, and (3) notes on each lecture-in-text.
The findings reveal that the Lfr-in-text as a whole is typically realised and
characterised by the following: (I) the Substantiation (SU) as the most prominent
macro-function and the Consent (CT) as the least prominent, (2) the Definition
(DE) as the most prominent micro-function and the Aside (AS) as the least
prominent, (3) the Being as the most prominent semantic field and the Existing as
the least prominent, and (4) the Relational as the most prominent transitivity
process type and the Existential as the least prominent. The macro-function
patterns display dynamic variations, and the micro-function patterns demonstrate
greatly dynamic variations. Furthermore, the findings also show the following:
(I) the Carrier as the most prominent participant function and the Target as the
least prominent, and (2) the Non-human as the more prominent participant type
than the Human. In addition, the Location circumstantial type is the most
prominent, whereas the Contigency is the least prominent.
Based on the main findings, there is strong evidence to suggest that the 'semiotic
behaviour' of the Llr-in-text as a whole is motivated by the goal-oriented need,
and the goal to achieve has tended to be more academic-oriented than socialoriented, In this, the lecturers as the primary speakers of the lecture room
interactions have tended to focus on the transformation of intellectual values
(academic knowledge/skills) with the least social values involved therein. The
most prominently occurring SU macro-function, DE micro-function and Being
and Relational processes arc clear indicators of this endeavour.
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IV
.,
•
.
The scope and objectives of this study have been delimited to investigating LD
phenomena at the levels of phase, sub-phase, experiential semantics and
transitivity grammar. To provide a comprehensive account of LD phenomena at
the given Malaysian institution in particular, it is suggested that further research
of this kind with a wider scope needs to be earned out, as such that it includes all
relevant aspects and dimensions of all the semiotic levels in the overall semiotic
space of language-in-context complex .
•
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v
ABSTRAK
Masalah yang diteliti dalarn kajian ini ialah (1) apakah realisasi fasa (phasal
realisations) dalam wacana kuliah dihubungkait dengan jenis dan pola fasa dan
sub-fasa, (2) apakah realisasi pengalaman semantik (experiential semantic
realisations) wacana kuliah dihubungkait dengan representasi semantik (semantic
representation) dan (3) apakah realisasi nahu leksikal (lexicogrammatical
realisations) wacana kuliah dikaitkan dengan representasi sistim transitiviti
(transitivity system representation).
Kajian ini berdasarkan data. Data yang dikumpulkan dianalisis menggunakan
pendekatan deskriptif kualitatif and kuantitatif dan metode yang digunakan
adalah metode observasi. Tempat pengambilan data adalah di Fakulti Bahasa dan
Linguistik pada bulan Mac dan Julai tahun 1995.
Populasi subjek adalah pensyarah dan mahasiswa di institusi tersebut. Sampel
terdiri dari 7 pensyarah dan 387 mahasiswa yang dipilih adalah secara rawak.
Dari semua pensyarah yang terbabit dalam sarnpel, 7 kuliah-dalam-teks telah
dipilih sehagai data dengan peni1aian peneliti. Data dirakam secara 'audio-visual'
kernudian ditranskripsikan dan dianalisis dengan menggunakan metode analisis
komplimentari kombinasi antara 2 model SLFT Halliday dan Young. Unsur
instrumen dalam pengajian ini adalah (l) skim klasifikasi aspek-aspek serniotik,
(2) data yang terdiri dari 7 kuliah-dalam-tcks, dan (3) catitan setiap kuliahdalam-teks.
Dapatan pengajian menunjukkan bahawa wacana kuliah secara keseluruhan
direalisasikan
dan disifatkan secara khusus sebagai: (l) fungsi-makro
'Substantiation' (S0) yang terbesar dan fungsi-mikro 'Consent' (CT) yang
terkecil, (2) fungsi-rnikro 'Explanation' (EP) dan 'Definition' (DE) yang terbesar
dan fungsi mikro Aside (AS) yang terkecil, (3) realisasi semantik 'Being' yang
terbesar, dan 'Existing' yang terkecil, (4) proses transitiviti 'relational' yang
terbanyak dan 'existential' yang terkecil, (5) fungsi partisipan "Carrier" yang
terbesar dan 'Target' yang terbanyak, (6) Jenis partisipan 'Non-human' yang
lebih banyak digunakan daripada 'Non-human', dan (7) Jenis sirkurnstansi
'Location' yang terbesar dan 'Contigency" yang terkecil.
Dapatan ini secara keseluruhan bermakna bahawa perilaku semiotik dalam
wacana kuliah-dalam-teks dimotivasi oleh keperluan yang mernpunyai tujuan
akademik dan untuk mencapai tujuan ini pensyarah lebih berorientasi akademik
daripada berorientasi sosial. Terbukti pensyarah sebagai penutur utama dalam
interaksi di ruang kuliah cenderung memfokuskan kepada transfonnasi nilai-nilai
intelektual (pengetahuan akademik dan kemahiran) dengan memperkecil nilainilai sosial yang terbabit di dalam kuliah. Sebagai indikator dapat kita lihat
Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002
USU e-Repository © 2008
,
dengan besarnya frekuensi kehadiran fungsi-makro SU dan fungsi-mikro EP dan
DE, realisasi semantik "Being" dan proses transitiviti 'Relational",
Memandangkan ruang lingkup dan objektif kajian yang dijalankan ini terbatas
untuk menyelidiki fenomena wacana kuliah secara komprihensif pada satu
institusi di Malaysia sahaja dan hanya menyentuh sebahagian kecil daripada
aspek semiotik bahasa dan konteks, maka disarankan kepada peneliti-peneliti
lainnya untuk mernperluas ruang lingkupkajian dan menyentuh seluruh aspek
dan dimensi kajian tingkat serniotik bahasa dan konteks.
.'
.,II
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