MOOD AND MODALITY SYSTEMS REALIZED IN EFL TEACHER-STUDENTS CLASSROOM INTERACTION DURING DAILY ASSESSMENT

Sri Asti Ramdhani, Andi Rustandi

Abstract


This study aimed at investigating the relationship between the teacher and her students which is revealed in the classroom interaction and investigating the implication of Mood and Modality towards language learning. Mood and Modality systems which relate to the interpersonal meaning could reveal the role and relationship between the interactants (Eggins and Slade, 1997, p. 49). This study employed qualitative discourse analysis to analyze the data which were recorded by the writer into Mood types, Modality system, frequent Subject choice, and speech function. The participants in this study were the teacher and her students of 10th and 11th grade of a senior high school in Ciamis. The results of this study showed that the teacher played her role as information giver. Besides, the teacher also showed her authority to lead the classroom activities by producing imperative clause. Furthermore, this study could improve the EFL students’ speaking skill and critical thinking by interacting with their teacher in the academic setting at which academic setting was a good place to learn and practice the grammatical English.

Full Text:

PDF

References


Cresswell. J. W. (2012) Educational research: Planning, conducting and evaluating quantitative and qualitative researc (4th ed). USA: pearson Education.

Eggins, S., & Slade, D. (1997). Analysing casual conversation. Wellington House, 125 Strand, London.

Halliday, M.A.K., and Mathiessen, C.M.I.M. (2004). An introduction to Functional Grammar (3th ed). USA: Oxford University Press.

Halliday, M.A.K., and Mathiessen, C.M.I.M. (2014). Halliday’s Introduction to Functional Grammar (4th ed). USA and Canada: Routledge.

Heydarnia, R., & Aidinlou, N. S. (2015). A comparative study of mood and modality in academic writing: male vs. female authors of research articles in applied linguistics. International Journal of Scientific & Engineering Research, 6(6), 87-96. Retrieved from: https://www.ijser.org/researchpaper/A-comparative-study-of-mood-and-modality-in-academic-writing-male-vs-female-authors.pdf

Nur, S. (2015). Analysis of interpersonal metafunction in public speeches: a case study of nelson mandela’s presidential inauguration speech. The International Journal of Sciences, 30(1), 52-63. Retrieved from: https://www.tijoss.com/3oth%20volume%20tijoss/shakila.pdf

Rustandi, A. & Mubarok, A. H. (2017). Analysis of irf (initiation-response feedback) on classroom Interaction in efl speaking class. Journal of English Education, Literature, and Culture, 2(1), 239-250. Retrieved from: http://jurnal.unissula.ac.id/index.php/edulite/article/view/916/766

Saefurrohman, & Balinas, E. S. (2016). English teachers classroom assessment practices. International Journal of Evaluation and Research in Education (IJERE), 5(1), 82-92. Retrieved from https://files.eric.ed.gov/fulltext/EJ1094623.pdf. Accessed on February, 10th 2018.

Sarosdy, J., Bencze, T. F., Poor, Z., Vadnay, M., (2006). Applied linguistics i for ba students in english. Bölcsész konzorcium.

Yuliati. (2013). Interpersonal meaning negotiation in the teacher-student verbal interaction. The International Journal of Sciences, 11 (1), 52-60. Retrieved from: http://download.portalgaruda.org/article.php?article=445214&val=5680&title=INTERPERSONAL%20MEANING%20NEGOTIATION%20%20IN%20THE%20TEACHER-STUDENT%20VERBAL%20INTERACTION




DOI: https://doi.org/10.37058/jspendidikan.v4i2.517

Refbacks

  • There are currently no refbacks.




©2015 JURNAL SILIWANGI: Seri Pendidikan
Lembaga Penelitian, Pengabdian kepada Masyarakat dan Penjaminan Mutu Pendidikan (LP2M-PMP) Universitas Siliwangi
Jl. Siliwangi No. 24 Kota Tasikmalaya - 46115
email: jspendidikan@unsil.ac.id

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License