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
Y U N I A R
Registration Number : 8116112022
ENGLISH APPLIED LINGUISTIC STUDY PROGRAM
POSTGRADUATE SCHOOL
STATE UNIVERSITY OF MEDAN
PROCESS AS A TRANSITIVITY ELEMENT IN
CLASSROOM DISCOURSE
Y U N I A R
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 Prof. Dr. Busmin Gurning , M.Pd
NIP.19540916 198003 2 003 NIP. 19590713 198601 1 001
The Head Of English Applied
Linguistics Study Program
i
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 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 audio-visual 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.
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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%).
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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
iv
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
v
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
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2.4.5 Existential Function ... 38
2.4.6 Relational Function... 39
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
vii
4.2.3 The Reasons to Realize the Transitivity Process ( Field of
Discourse ) ... 79
4.3 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
viii
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... Tabel 4.4 Summaryof Process...104
ix
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
x
LIST OF APPENDICES
Appendices 1.1 List of Codes ... 93
Appendices 1.2 Teacher 1 ... 94
Appendices 1.3 Teacher 2 ... 115
147
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