REGISTER IN CLASSROOM DISCOURSE: AN SFL PERSPECTIVE

Abstract

Abstract:  This study explores the realization the register in classroom discourse covering of the field, mode and tenor in lecturer-student classroom interaction. The data of this research were gained from Intermediate English Grammar Class at Faculty of Humanities Universitas Dian Nuswantoro consisting of twenty-five students and a lecturer. In collecting the data, the researcher did an observation in the classroom and recorded the lecturer-student interaction during the teaching and learning process. Meanwhile, in analyzing the register of lecturer-students classroom discourse interaction, the researcher employs a register analysis framework proposed by Gerot and Widgnel (1993) and Thompson (1996) for the lexicogrammar analysis and Butt et.al (2000) for describing the contextual description of the field, mode and tenor. The finding of the research reveals that the interaction among students and their lecturer was running interactively. During the teaching-learning process, the lecturer dominates all the interaction by producing more imperative and declarative utterances as she gives information to the students. Besides that, in the interaction, it is also found there is cohesiveness or interrelated utterances produced by the lecturer and her students. These cohesive devices (reference, conjunction and substitution) make the clauses hang together and create a situational text.