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MOOD STRUCTURES OF MALE AND FEMALE

TEACHER

S’

TALK IN THE CLASSROOM

A Thesis

Submitted to the English Applied Linguistics Study Program In Partial Fulfillment of the Requirements for the Degree of

Magister Humaniora

By:

RESDILLA PRATIWI Registration Number: 8156111044

ENGLISH APPLIED LINGUISTICS STUDY PROGRAM

POSTGRADUATE SCHOOL

STATE UNIVERSITY OF MEDAN

MEDAN

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i ABSTRAK

Pratiwi, Resdilla. Registration Number: 8156111044.Mood structures of Male and Female Teachers’ Talk in the Classroom. Thesis. Linguistic Terapan Bahasa Inggris,Program Pascasarjana, Universitas Negeri Medan. 2017.

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ii ABSTRACT

Pratiwi, Resdilla. Registration Number: 8156111044.Mood structures of Male and Female Teachers’ Talk in the Classroom.Thesis. English Applied Linguistic Program, Postgraduate School, State University of Medan. 2017.

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iii

ACKNOWLEDGEMENT

Alhamdulillah, in the name of Almighty ALLAH, the most Gracious and the most

Merciful, first of all, the writer would like to thank God for His blessing in the completion of this

Thesis. Praises are also addressed to our prophet Muhammad SAW who guided us to the better

life.

In the completion of this Thesis, the writer wishes to acknowledge her deepest gratitude

for all generous guidance and assistance which has been given to her by a lot of people.

The highest appreciation goes to her two advisors, Dr. Rahmad Husein, M.Ed. as her first

advisor and Dr. I Wayan Dirgayasa Tangkas, M.Hum. as her second advisor for their all

guidance through the completion of this Thesis.

Then, her appreciation also goes to Dr. Rahmad Husein, M.Ed. as the Head of English

Applied Linguistics Study Program and Dr. Anni Holila Pulungan, M.Hum. as the Secretary of

English Applied Linguistics Study Program who have assisted her in processing the

administration requirements during the process of her studies in the Postgraduate School of the

State University of Medan.

The writer’s great thank also goes to her reviewers and examiners, Prof. Dr.

Sumarsih,M.Pd., Dr. Didik Santoso, M.Pd., and Dr. Anni Holila Pulungan, M.Hum. They had

given valuable inputs, suggestions, criticisms, and improvements for this thesis. She also would

like to express her thankfulness for all lecturers teaching her during the academic years of LTBI.

Finally, his special gratitude is dedicated to his beloved parents, Zaharuddin and

Misyannur who has given their pray, motivation, support, and also endless praying. And also

special thank for the whole families who always support her and no suitable word that can fully

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Then her gratitude goes to her special friend Abdurrasyid Sirait, S.Kep,Ns., who has

motivated and supported her to conduct this Thesis. Then, her gratitude goes to her friends of

LTBI A1 XXV who have supported her to conduct this Thesis. last but not least, her gratitude

also goes to her roommate, Gilang Agustina, Alfiyanty Batubara, Listia dini and Asnul Huda

Batubara who have supported her to conduct this Thesis.

Medan, May, 16th 2017 The Writer,

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TABLE OF CONTENTS

Pages

ABSTRAK ... i

ABSTRACT ... ii

ACKNOWLEDGEMENT ... iii

TABLE OF CONTENTS ... iv

LIST OF TABLES ... v

LIST OF FIGURES ... vi

LIST OF APPENDICES ... vii

CHAPTER I. INTRODUCTION ... 1

1.1 The Background of the Study ... 1

1.2 The Problem of Study ... 7

1.3 The Objectives of the Study ... 7

1.4 The Scope of the Study ... 8

1.5 The Significances of the Study ... 8

CHAPTER II. REVIEW OF LITERATURE ... 10

2.1 Theoretical Framework... 10

2.1.1 Mood Structure ... 10

2.1.2 Types of Mood Structure ... 18

2.1.3 The Realization of Mood Structure ... 24

2.1.4 The Reason of Realization of Mood Structure... 27

2.1.5.Gender in Language ... 28

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v

2.2. Relevant Studies ... 32

2.3 Conceptual Framework... 37

CHAPTER III.METHOD OF RESEARCH ... 40

3.1 Research Design ... 40

3.2 The Data and the Data Source ... 41

3.3 The Techniques of Data Collection ... 41

3.4 Tecnique of data Analysis ... 42

3.5 The Trustworthiness of the Study ... 44

CHAPTER IV. DATA ANALYSIS, FINDING AND DISCUSSION ... 48

4.1 Data Analysis ... 48

4.1.1 Mood Structures of Male and Female Teachers Talk ... 54

4.1.2 Realization of mood structures ... 62

4.1.3 The reason of realization of mood structures ... 71

4.2 Research Finding ... 73

4.3 Discussion ... 74

CHAPTER V. CONCLUSION AND SUGGESSTIONS ... 79

5.1 Conclusions ... 78

5.2 Suggestions ... 80

REFERENCES ... 82

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v

LIST OF TABLES

Pages

Table 2.1 : Finite verb ... 13

Table 2.2 : Finite verb ... 14

Table 2.3 : Example of adjunct ... 17

Table 2.4 : Metafunction and types of adjunct ... 17

Table 2.5 : Example of declarative mood ... 19

Table 2.6 : Wh-element conflacted with subject”part of mood ... 21

Table 2.7 : Wh-element conflacted with complement ... 21

Table 2.8 : Elaboration of realization of speech function in mood system ... 21

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vii

LIST OF FIGURES

Pages

Figure 1 : Percentage of mood structures of male and female

teachers talk ... 56

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Vii

LIST OF APPENDICES

Page

Appendix 1 ... 85

Appendix 2 ... 86

Appendix 3 ... 87

Appendix 4 ... 88

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1 CHAPTER I

INTRODUCTION

1.1.The Background of the Study

Every aspect of human‟s life must be fulfilled by a language in

undergoing their daily routines, for instance, sign, symbol, or the oral speech, etc;

those belong to a language. Egg (2011) illustrates that in the ordinary life of

human beings, they constantly use language. They chat to family members,

organize children for school, read paper, speak at meeting, serve customers,

follow instructions in a booklet, etc. all of these are activities involving language.

The language itself is communication practice mediated by linguistic system

(Shitemi,2011) According to Hornby (2012), communication itself is the activity

or process of expressing ideas and feelings or giving information. Giving

information involves transferring knowledge, facts or news by the speakers as the

doers to the listeners as the receivers.

When human being interacts in community, they perform interpersonal

function of language. Interpersonal function is realized by mood and modality.

Mood shows what role the speaker selects in the speech situation and what role he

assigns to the addressee. If the speaker selects the imperative mood, he assumes

the role of one giving commands and puts the addressee in the role of one

expected to obey orders. Modality specifies if the speaker is expressing his

judgment or making a prediction. (Halliday, 2014).

The interpersonal function is realized at two levels namely at the level of

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performs two roles namely Giving and Demanding. The commodity exchange

may be either information or Goods & Services. When the roles and commodities

are cross classified, four specific activities or speech functions are derived. Based

on Halliday (2014) states that speech functions are realized in four types, namely:

statement, question, offer and command. Thompson (2010) emphasizes the

important point that use of language lies at the very heart of social life. In general,

it is noted that communication and language are important components of social

life. Expressing thought and felling, conveying ideas, making request giving

command, and so on.

In the instructional process, for instance, a teacher must utilize language as

a means of instruction in the classroom which is called “teacher talk”. The

language or teacher talk employed by the teacher in the classroom can be said a

magical thing. It can probably change everything in the classroom. Some experts

do not only define what teacher talk is but also they account for its importance

and impact upon the teaching and learning process.Weddel (2008) reveals that the

language that teachers use in class, or “teacher talk,” can have a tremendous

impact on the success of interactions they have with students. In addition, Yanfen

& Yuqin,(2010) suggest that teacher talk is an indispensable part of foreign

language teaching in organizing activities, and the way teachers talk do not only

determine how well they make their lectures, but also guarantees how well

students will learn.

Teaching learning process takes place mostly in classrooms and it is

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interaction between teachers and students constitutes the most important part in all

classroom activities. Appropriate teacher talk can create harmonious atmosphere

and at the same time promotes a more friendly relationship between teachers and

students. Even, teacher talk is claimed as the primary source of linguistic input in

a second language classroom to illustrate how important it is. Krashen (2013)

asserts that teacher talk is now generally recognized as a potentially valuable

source of comprehensible input for the learner. Since this is essential for

language acquisition.

This study is conducted for the reason that the analysis of classroom

discourse is in line with various important phenomena of language use, texts and

conversational interactions or communicative events in the classroom (Van Djik,

1985; Cazden, 1988; Suherdi, 1997). However, the study of classroom interaction

under analysis of systemic functional linguistic which focuses on the role of

communicative functions of classroom participants, has not been investigated

intensively (Christie & Unsworth, 2000, Fairclouch, 2003). It can be proven by

some studies as following:

Sunardi (2015) in his journal about Mood Types Analysis of Teaching and

Learning Process in Immersion Class of Theresiana 1 Senior High School. the

result of this study reveals that the use of declarative mood types is higher than

the other mood types with 180 clauses from 269 clauses. Role relationship

between teacher and students can be seen on the use of imperative mood types,

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or command for the students. Teacher is also being the dominant speaker or the

initiator while she Produces clauses more than the students with 147 clauses.

Yuliati (2015) in her journal about Interpersonal Meaning Negotiation In

The Teacher-Student Verbal Interaction, the results showed that most of the

utterances produced by the teacher were in the form of command which means

that the authority of the teacher was dominant. Besides, the teacher also tried to be

equal with the students by using some declarative and interrogative types of

mood. These made the students respond well but not really elaborated her/his

responses.

From research finding above, it can be seen that the study of classroom

interaction under analysis of systemic functional linguistic still general, they just

focus on teacher and the students interaction, without making the more spesific

such as, sex and gender of teacher or class of the students or others that can

influence to the classroom interaction process. Therefore it will be worth

conducting this research focus on mood structure analysis of male and female

teacher talk in the classroom. The researcher want to know the differences

linguistic form used male and female teacher talk especially in mood realization

in the classroom. It is supported by theory of Lakoff ( 1975) which states that men

and women speak differently, women talk more than men, women break the rules

of turn-taking less than men, women’s speech is less direct/ assertive than men.

In order to undergo this research, researchers gathers the data taken from

male and female teacher of SMA N 1 Batahan, regency of Mandaling Natal,

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teacher, Ir is mathematic’s teacher and female teacher’s GS is English Teacher.

Researcher focuses on their utterances produced by the male and female teacher

of SMA N 1 Batahan when teaching in the classroom. based on previous

investigate that researcher get that there are problems in teachers talk of Ir and

Gr in mood realization. The researcher quotes several utterancess from them as

the preliminary data as follows:

(Male Teacher) Ir :

Why don’t you open the door? (C,Q)

Based on the utterances above, it can be analyzed the realizations of mood are:

Why Dont You Open the door

Adjunct/wh Finite Subject Predicator Compliment

Res Mood Idue

In this case, students still difficult to understand what the teachers mean.

They can not understand the function of language, is it showing demanding or

just giving asking to them. so that they are confuse what really the teacher’s said

to them. Furthermore. It is opposite with the theory lakkof (1975) which states

that men speech is more direct than women. The fact is Ir speech less direct

when interact with his students. It is very rarely used by men when talking with

another’s person

And also Gr as follows:

Female Teacher Gr Close the door (C, I)

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Close The door

Finite Predicator

Mood Residue

In this case, Gr who is female teacher realize his command by using

imperative mood ( Halliday, 2014). It is very opposite with the theory Lakkof

(1975) that usually use less direct speech or indirect command when talking with

the other’s persons.

Another utterances between Ir and GS when examples are when they want

to asking the students:

(Male Teacher) Ir :

Ina, you are sick, aren’t you? (Q, D)

Based on utterances above, it can be analyzed the realization of mood are:

Ina You Are Sick Are not You?

Compl. Subject Finite predicator finite Subject

Res Mood Idue

While, female teacher said that: (Female Teacher) Gr:

Why are you sick?( Q,I)

Why Are You Sick

Adjunct/wh Finite Subject Predicator

Resd Mood Idue

Based on utterances above it can be seen that, Ir use declarative mood when

asking the the students, it is different with the Gr which use interogative mood

directly when asking the students, meanwhile lackoff (1975) in his theory state

that the women use tag question in asking the others people. Based on the

phenomena above, there is gap between theory and the reality in Mood structure

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Therefore, this study is primarily intended to identify the realizations of

mood in male and female teachers talk especially in SMA N1 Batahan. The

researcher want to analyze how is mood structure analysis of male and female

teacher talk in the classroom.

1.2. The Problems of the Study

Based on the description of the background of the study stated above the

problems of the study are formulated as following:

1. What are the types of the mood structures of male and female teachers’

talk in the classroom?

2. How are the mood structures realized in male and female teachers’ talk in

the classroom?

3. Why are the mood structures realized as the way they are?

1.3. The Objectives of the Study

Based on the problems study above, the objectives of the study are:

1. to investigate the types of mood structures of male and female teachers’

talk in the classroom

2. to describe how the mood structures are realized in male and female

teachers’ talk in the classroom

3. to elaborate the reason why mood structures are realized as the way they

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1.4. The Scope of the Study

Scope of the research is needed to give a focus to this research. This study

focuses on mood structures of male and female teachers’ talk in the classroom,

especially in SMA N 1 Batahan. This study apply the concept of interpersonal

metafunction in systemic functional linguistic as proposed by Halliday (1994) in

investigating the mood structure analysis of male and female teacher talk and apply

theory from Lakoff (1975) to support the differences between male and female

teachers’ talk. However, the researcher limits the research just in the classroom in

SMA N 1 Batahan.

1.5. The Significances of the Study

The findings of the study are expected to be relevant and significant

theoritically and practically.

1. Theoritical significances

Theoritically, the result of thisstudy is expected to provide beneficial information

about linguistic features of classroom life, to provide information about textual

analysis, particularly analysis of classroom discourse, so that this study gainned

many insights into this relationship, which in turn contributed, even probably in

small scale, to the theories of language education, teachingand learning process.

2. Practically significances

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1) This study could be reference for the next researchers in identifying

mood structures of male and female teachers’ talk in any field of

language studies.

2) This study of mood system is also expected to enrich research on

investigation classroom behavior which was so central to improve

teaching and learning practices that the findings conclusions of this

study, particularly, may stimulate teachers to improve their teaching

behavior in order to maximize students‟ learning.

3) This study can contribute information and insight to applied

linguistic practitioners, reader and students who are interested in studying

systemic functional linguistic especially in mood structure analysis.

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79 CHAPTER V

CONCLUSION AND SUGGESTION 5.1 Conclusion

Having analyzed the data, conclusion of this study are drawn as the following:

1. Types of mood structures that have been found in the male and female teacher

talk in the classroom are declarative mood, interrogative mood and imperative

mood. Which is the declarative mood is more often used in classroom

interaction, then interrogative mood is sometimes used in classroom interaction,

then imperative mood is rarely used in classroom interaction.

2. For the realization of mood structures of male and female teachers talk, there are

two ways that have been found in realization of mood structure of male and

female teachers talk, namely, typical clause mood, and non typical clause mood.

In typical clause mood, there are three ways that have been found, namely

statement that realized in declarative mood, then, command that realized in

imperative mood, after that question that realized in interrogative mood. Beside

that, in non typical clause mood, it just found two ways in realization of mood

structures of male and female teachers’ talk, namely question that realized by

modulated declarative, then command is realized by declarative.

3. For the reason in realization of mood structure of male and female teacher’s talk,

In this study, the researcher found that most often frequently used is declarative

mood structure. It occurs because the priority of the teacher’s role just giving

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talkative method. Which is the teacher who plays important role in the classroom

interaction, so that the teacher still dominant using declarative mood than

imperative and interrogative mood.

Language is uniqe. every human life have different characteristics in applying

the language. Therefore in this case of mood structures of male and female

teacher’s talk in the classroom, they have different ways into applying the

language especially when doing interaction with their student, Which is they

have their own ways in doing interaction with the student, even though they have

different ways but their aim juts making the student comprehend and can know

what the teacher said is.

5.2 Suggestion

Based on the conclusion previously stated, the are some suggestion for further

researcher . Since this research is focused on analyzing male and female teacher’s

talk in the classroom , so the next researcher suggested to:

1. To make further exploration on mood structures based on ethnic of language

users

2. To make further exploration from perspective of modality. Modality in text

explores how a personal judmend on opinion flavor or seasoning to an

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3. To make further exploration from the perspective the structure of mood and

modality. The structures of mood and modality in atext explores how the

component of sentences such as subject, finite, predicator,a djunct and

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Bo Xu, 2012; An Analysis of English Business Letters from the Perspective of Interpersonal Function, Leshan Normal University, China.

Bogdan & Biklen, 1992,Qualitative Research . London: Edward Arnold.

Cazden, 1988. Discourse, The language of Teaching and Learning. Heinemann: Harvard Education.

Christi & Unsworth, 2012. Developing Socially Responsible Language Research, In Len, U. (ed.) Researching Language in Schools and Communities: Functional Linguistic Perspective. London and Washington: Cassell.1-12.

Christie & Unsworth, 2000. Developing Dimensions of and Educational Lingusitics. London: Longman

Dnerenha, 2016 and Ahmad, 2011, Social Construction Function of Spouse-seeking Advertisements. The Journal of Jinan University.

Donald 2011, The Study on Discourse Linguistics. Shanghai: The Press of Foreign Languages Education.

Donnell, 2011. The Study on Interpersonal Meaning of Discourse. Shanghai: The Press of Foreign Languages Education.

Egg , 2011. Human Life. Leshan Normal University, China.

Fairclouch, 2003. Critical Discourse Analysis and Critical Policies Studies. Routledge: Lancaster University.

Hafiz Ahmad Bilal, 2012. Analysis Of Thank You M’am: Halliday’s Metafunctions Department of English, University of Sargodha : PAKISTAN.

Halliday, 1994, Introducing Functional Grammar. London: Edward Arnold.

Halliday, 2007. Functional Grammar. 2 Edition. London: Edward Arnold.

Halliday, M A K & Matthiessen Christian M.I.M, 2014. Hallidays’Introduction

to functional Grammar. 4th Edition. London: Routledge.

Haratyan, 2011, Systemic functional Linguistic : London: Longman

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Jumino, 2015. Genre Analysis of Business English Letters. Journal of Xian International Studies University.

Kamalu and Tamunobelema,2013. The Study on Interpersonal Meaning of Discourse. Shanghai: The Press of Foreign Languages Education.

Krashen, Stephen, 2013. Second language Acquisition. Mexico : Cambridge University.

Lakoff, 1975. Language and Woman’s Place. Britain : Cambridge University.

Liu, 2013; Communication and Cognition. Oxford: Blackwell.

Liu, Shu, and Zhang, 2013, The Analytical Study of English Education Advertisements from the Perspective of Genre Analysis. The Journal of Shandong Normal University.

Miles and Huberman, 1984, Qualitative Research . London: Edward Arnold.

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Nan and Liu,2013; Readings in English Transformational Grammar. Waltham: MAL Ginn.

Noor & dkk, 2015. Systemic Functional Linguistic Mood Analyis of the Last Adress of the Holy Prophet. Oxford: Blackwell.

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Shitemi, 2011. Language and gender.Moi University. IUPUI Fulbright-hays group projects abroad program

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84 Function. Qingdao: Ocean University of China Press.

Thompson, 2010. Language Use. London: Edward Arnold.

Van Djik, 1985. Handbook of Discourse Analysis. Netherlands: University of Amsterdam

Weddel. 2008. ESL Teacher Language, Teacher Talk. for Effective Classroom Interactions. London: Edward Arnold.

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Education Press.

Ye, 2014 The Interpersonal Metafunction Analysis of Barack Obama's. English Language Teaching. 146. www. ccsenet. org/ elt.

Yeibo, 2011. A Discourse-Stylistic Analysis of Mood Structures in Selected Poems of J.P. Clark Bekederemo. Wilberforce Island : Bayelse State

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Yuliati, 2013. Interpersonal Meaning Negotiation In The Teacher-Student Verbal Interaction. Indonesia : Semarang State University.

Gambar

Table 2.1 : Finite verb .............................................................................
Figure 1 : Percentage of mood structures of male and female

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