PHASAL REALIZATIONS IN CLASSROOM DISCOURSE: A Systemic-Functional Analysis
Abstract: This article
examines the phasal realizations characteristic of the classroom discourse. The
data are collected by means of audio-visual recordings
and transcriptions, and
they are analyzed
by employing a complementary
method of analysis
of Young’s model. The
primary instrument of
this study is
the researcher herself, whereas
the secondary instruments are (1) classification schemes of
the semiotic aspect
in focus, (2)
data sheets that contain
4 classroom discourse-in-texts, and
(3) notes on
each classroom discourse-in-text. The findings reveal that the CD-in-text as
a whole is typically
realized and characterized
by the following: (1)
Substantiation (SU) as the most prominent macro-function and the Conclusion
(CO) as the least prominent, (2) the Interchange (IC)
as the most
prominent micro-function and
the Apology (AP) as the least prominent. Based on the main findings, there
is strong evidence to suggest that the ‘semiotic behavior’ of the CD-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
social-oriented. In this,
the teachers as
the primary speakers of
the classroom 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 and IC
micro-function are clear
indicators of this
endeavor. The scope and the objectives of this study have
been delimited to investigate CD phenomena at the levels of phase and
sub-phase.
Author: Lasyuli Simbolon
Journal Code: jppendidikangg140138
