Thesis Proposal

SPEECH FUNCTIONS IN CLASSROOM

INTERACTION

BY

RUWAIDA SULAIMAN
Registration. Number: 082188310065
 CHAPTER I

INTRODUCTION

1.1 The Background of The Study

Language plays an important role in social life. It is

used for communication either spoken or written.
Language is a representation of thought, feeling,
objective, and action. Human beings use a language in
their lives for many purposes. In order to achieve the
purposes, the language is adjusted to the context in
 Communication refers to roles played by the two
sides, namely by the addressers (speakers) and
addresses (listeners), and while communicating the
addressers and addresses express their thoughts by
speech. All speeches they used have their own
functions. It is functional in the sense that it is designed
to account for how the language is used. Thompson
(2003:1) emphasizes this is important point that the use
of language lies at the very heart of social lives.
 From the various interactions, teaching -learning
interaction is the interaction which runs the aims of
education. Teaching-learning interaction involves
interactions between teacher and student, student and
student, which are running teaching and learning process.
The organization of classroom interaction and discipline
management is an interplay between the verbal and
nonverbal activities as well as the visual and special
resources used by teacher and students. Verbal and
nonverbal interactions needed in classroom interaction.
In this research, the writer is going to explore the
interaction between teacher and students, students and
students in English classroom interaction during teaching
learning process. Therefore, the effective classroom
interaction plays a particularly important role in English
lesson. Based on the above explanations, this research is
planned to analyze Speech Functions in Classroom
1.2 Problem of the Study

The problems are formulated as the following:

1. How are speech functions linguistically coded in the
classroom interaction?
2. What types of speech functions are used in classroom

interaction?
3. How are speech functions patterned in the classroom
1.3 Objectives of the Study

In relation to the problems, the objectives of the

study are:
1. to describe how the speech functions are linguistically
coded in the English classroom interaction,
2. to investigate the types of speech functions used in
the English classroom interaction,
3. to describe how the speech functions are patterned in
1.4 Scope of the Study

This study deals with interpersonal functions of

language in which language is used to interact with other
people. This interpersonal functions defines clause as
an exchange, an interaction between speaker and
listener. In this study, the term of speaker and listener
specifically be replaced with teacher and students in
classroom interactions of Grade X students in Senior
1.5 Significance of the Study

Findings of the study are expected to be useful for :

1. the linguistic development, the linguists, and those
who learn English.
2. english teachers, who are in charge of the English
teaching - learning process in classroom.
3. ideas to teaching-learning process of English in the
classroom so that there is a good classroom
 CHAPTER II

REVIEW OF LITERATURE
2.1 Speech Functions

Halliday ( 1994:30 ) states that speech function is

an action or performance done by language users
such as: asking, commanding, and answering in
order to fulfill the intention of the speakers and
listeners. Speech function is used as the medium
exchange their experiences. It is more oriented to
functional interpretation, specifically systemic
functional one. It means that all the utterances
uttered the four types of speech function
 Table 2.1 Speech Functions

COMMODITY
ROLES INFORMATION GOODS & SERVICES
GIVING STATEMENT OFFER
DEMANDING QUESTION COMMAND

There are four speech functions are used in a

communication, they are statement, offer,
question, and command. All of them are realized
by Mood to perform two roles, namely Giving and
Demanding. While the two exchanged may be
either information or Goods & Services
 TABLE 2.2 Types of Speech Function
Commodity (a) good & services (b) information
Role in
Exchange
(1) giving offer statement
Let me do the He is doing his homework
homework
(2) demanding command question
Do the homework? What is he doing?

With reference to systemic functional linguistic theories, as

developed by Halliday (1994), and other systemicists, the four
speech functions are summarized as follows:
(1) giving/information = statement
(2) demand/information = question
(3) give/goods & services = offer
 Martin (1992:56) states that when the initiation
and response as orientaton of both the interlocuters,
other four speech functions are derived. The derivations
of speech functions are summarized in the following
figure.

Figure 2.1
The Derivations of Speech Function
Roles Giving
Demanding

Commodity Information

Speech Function Goods & Services

Value Positive
Negative
Orientation Initiating
Responding
2.2 Speech Functions and Mood
The four speech functions (statement,
question, offer, and command) find their
realization in Mood which is an aspect on
interpersonal function at the level of
lexicogrammar (Halliday: 1993). The
representation of speech function statement is
realized by declarative, question is realized
by interrogative, and command is realized
by imperative . However, the speech function of
offer does not have an unmarked representation
of Mood. It is coded by any one of the four
speech functions. The unmarked realizations of
the speech functions can be seen in the following
figure
 Table 2.3 Realizations of Speech Functions in
Mood
Speech Function

Statement Offer

Question Command

Mood
Declarative O
Interrogative Imperative
 It can be seen further in the following example

Speech Function Mood Examples

Statement Declarative He did a homework yesterday

Question Interrogative Did he do the homework?

Command Imperative Do the homework!

Offer - Let him do the homework for me

2.3 Interpersonal Metaphor: Mood Metaphor
As social beings, human kinds cannot live isolated. They need to
interact with others in order to fulfill their needs. The use of language
to interact is said to perform interpersonal function.
 Table 2.4

Speech Functions and Typical Mood of Clause

Speech Function Typical Mood in clause
Statement declarative mood
Question interrogative mood
Command imperative mood
Offer modulated interrogative mood
Answer elliptical declarative mood
Acknowledgement elliptical declarative mood
Accept minor clause
Compliance minor clause
 Table 2.5
Speech Function and Typical Clause and
Non-Typical Clause of Mood
Speech Function Typical clause mood Non-typical clause
(Unmarked structure) mood (Marked
structure)

command imperative modulated

interrogative
declarative

offer modulated interrogative imperative

declarative
question interrogative modulated
declarative
statement declarative tagged declarative
2.3.1 Exchanging Information: Grammatical Structure
of Propositions

Propositions can be devided into two

functional constituents, they are (1) Mood, (2)
Residue.

Example:
She became a doctor

Subject Finite Predicator

MOOD RESIDUE
 2.3.1.1 The Mood Structure of Declarative Clause

Example:
Non-elliptical major clause
William wrote Romeo and
Shakespear did write Juliet

Subject Finite Predicator

MOOD RESIDUE
Elliptical major clause
Yes He Did

Adjunct: polarity Subject Finite

M O O D
2.3.1.2 The Mood structure of Interrogative Clause
WH-element conflated with subject (part of Mood)
Wrote Romeo and
Who did Write Juliet?

Wh / Subject Finite Predicator Complement

M O O D R E S I D U E
WH-element conflated with complement (part of Residue)
does qua vadis mean?
What
Wh / Finite Subject Predicator
Complement
RESIDUE M O O D RESIDUE
WH-element conflated with Circumstantial
Adjunct
Did You Write The story?
When
Wh/Adjunct Finite Subject Predicator Complement
RESIDUE MOOD RESIDUE
2.3.1.3 The Mood Structure of Exclamatives

Exclamative structures which are used in interaction to

expressemotions such as: surprise, worry, etc.

2.3.1.4 Modality: Modalization

Modalization is the expression of the speakers

attitude towards what s/he is saying.
Halliday presents modalization involves the
2.3.2 The Grammar of Proposals

The grammar for exchanging information is the grammar of

propositions and the grammar for exchanging goods and
services is the grammar of proposals which have significant
difference. Here are some examples:

Exchange of information:
William Shakespeare wrote Romeo and Juliet
- Yes I know
 2.3.2.1 The Structure of Imperatives (Demanding
Goods and Services)

1. an imperative consisting of a Mood element of Finite + Subject

Dont You Take My novel
Finite:neg Subject Predicator Complement
M O O D R E S I D U E

2.an imperative consisting of a MOOD element of Finite only (no subject)

read the story

Do
Finite Predicator Complement
M O O D R E S I D U E
3. an imperative consisting of a MOOD element of subject only (no finite)

read the story

Lets
Subject Predicator Complement
M O O D R E S I D U E

4. an imperative consisting of a RESIDUE (no MOOD element at all)

The story
Read
Predicator Complement
R E S I D U E
2.3.2.2 The Structure of Offers (Giving Goods and Services)

The structure of offer involves the expression

of meanings both of modalization and modulation. for example:
1. Would you like my notebook?
2. would you like to borrow my novel?

2.4 Classroom Interaction

Interaction refers to reciprocal face to face action. This can be

either verbal or nonverbal interaction. Verbal interaction through
written or spoken words. Nonverbal interaction through touch,
eye-contact, facial expression, gesture, posture, appearance,
and environmental factors.
2.5 The ways How to Create Classroom Interaction

a. The principles of collaborative learning.

b. The value of group learning

c. Designing collaborative task.

 CHAPTER III

METHOD OF RESEARCH

3.1 Research Design

This research uses descriptive qualitative design based on
observation (Participant-Observation). This research is conducted
in two ways. First, by doing library research. Second, by doing
field research.
3.4 Technique of Data Collection
The data will be collected through recorded
conversation and interaction between teacher and
students in classroom. There are three steps in data
collection, namely:
1. Record the participants conversation
2. Transcript the conversation
3. Confirm the data revealed