Male and Female EFL Teachers’ Mood Structure in Classroom Interaction
Keywords:
Classroom Interaction, EFL Teachers, Gender in Language, Mood Structure
Abstract
This research study aimed to examine the talks of male and female EFL teachers. This study aims to determine how male and female EFL teachers realise mood differently and how they recognize it in their discussions and roles as teachers. The plan was to use a descriptive-qualitative research design. Observation, audio recording, and field notes were used to collect data. Mood structure analysis was used to analyze data. To provide a more detailed analysis, utterances are classified based on their description, meaning, and code. This study's findings are: (1) A male teacher found 26 statement mood utterances, 26 interrogative mood utterances, 20 declarative mood utterance variations, and 2 offer mood utterances. Meanwhile, female teachers identified 23 statement moods, 17 interrogative moods, 5 commands, and 1 offer moods (2) for using mood structures in male and female teacher discourse; statement and interrogative moods are the most often employed moods during the teaching and learning process. (3) the most widely utilized kind of mood structure is declarative. It happens because teaching is a teacher's primary responsibility.
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References
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CommunicationModel, transmitting Line, and Data Communication, Sudan: Red Sea University
Alaei, H. (2010). Comparative study of the importance of managerial and leadership
behaviors from the perspective of teachers and principals (Unpublished master's thesis). Department of Educational Sciences, Faculty of Educational Sciences and Psychology, University of Sistan and Baluchestan, Iran.
Bankole, & Adenike, M. (2015). Mood and Modality in Christian Magazines: A Systemic Functional Analysis of Christian Women Mirror.
Banks, J. A. (2014). An Introduction to Multicultural Education (5th ed.) Boston: Allyn & Bacon.
Bloor, T., & Bloor, M. (2013). The Functional Analysis of English. London: Hodder Arnold.
https://doi.org/10.4324/9780203774854
Buttt, D., Fahey, R., Feez, S, et al. (2003). Using Functional Grammar-- An Explorer’s Guide. Sydney: National Centre for English Language Teaching and Research.
Chavez, M. (2000). Teacher and student gender and peer group gender composition in German foreign language classroom discourse: An exploratory study. Journal of Pragmatics, 32, 1019-105
Dagarin, M. (2004). Classroom Interaction and Communication Strategies in Learning English as a Foreign. Ljubljana: ELOPE.
Eggins, S. (2004). An Introduction to Systemic Functional Linguistics (2nd ed.). London: Continuum.
Fishman, P. M. (1978a). Interaction: The work women do. Social Problems, pp. 25, 397–406.
Francis, N. (2007). MARY J. SCHLEPPEGRELL, The language of schooling: A functional linguistics perspective. Language in Society, 36(05). doi:10.1017/s0047404507070686
Garot, Linda and Peter Wignell, (1994). Making Sense of Functional Grammar, Gerd Stabler.
Goffman. L. (2004). Kinematic Differentiation of Prosodic Categories in Normal and Disordered Language Development. Journal of Speech Language and Hearing Research 47(5):1088–102. University of Texas.
Halliday. (2004). Functional Grammar. Third Edition. London: Edward Arnold.
Halliday, M. A. K., & Matthiessen, C. M. I. M. (2004). An introduction to functional grammar (3rd ed.). London: Arnold.
Halliday. (2007). Functional Grammar. 2 Edition. London: Edward Arnold.
Halliday, M A K & Matthiessen Christian M.I.M. 2014. Hallidays’ Introduction to Functional Grammar. 4th Edition. London: Routledge.
Harmer, J. (2001). The Practice of English Language Teaching. 3rd Edition. Longman. Conversation. London: Cassell.
Harmer, J. (2007). The Practice of English Language Teaching: Fourth Edition”. China: Pearson Education Limited.
Hayes, R. L., & Lin, H. (1994). Coming to America: Developing social support systems for international students. Journal of Multicultural Counseling and Development, pp. 22, 7–16.
Lakoff, R.T. (1975). Language and Woman’s Place. New York: Harper & Row.
Lotto, L. S., Miles, M. B., & Huberman, A. M. (1986). Qualitative Data Analysis: A Sourcebook of New Methods. Educational Evaluation and Policy Analysis, 8(3), 329. doi:10.2307/1163741
Mulac, A. (1999). Perceptions of Women and Men Based on Their Linguistic Behavior: The Gender Linked Effect. In Pasero, Ursula, Braun, Friederike (ed), Percieving and Performing Gender. Opladen/ Wiesbaden: Westdeuscher Velag. 88–104.
Musumeci, D. (1996). Teacher-Learner Negotiation in Content-Based Instruction: Communication at Cross-Purposes? Applied Linguistics, 17(3), 286–325. doi:10.1093/applin/17.3.286
Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teachers. Upper Saddle River, NJ: Prentice Hall.
Olusanya, Ayoola Moses. (2013). An Interpersonal Metafunction Analysis in Some Selected Political Advertisement in Some Nigerian Newspapers. International Journal of Humanities and Social Science, Vol 3(8). pp. 165-178.
Pinter, A. (2006). Teaching Young Language Learners: Oxford University Press
Rangkuti, U. M., Saragih, A., & Husein, R. (2018). Speech Functions of Male and. Female Lecturers in the Classroom. Interaction. Advances in Social Science, Education, and Humanities Research, volume 200
Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., & Salovey, P. (2012, March 5). Classroom Emotional Climate, Student Engagement, and Academic Achievement. Journal of Educational Psychology. Advanced online publication. doi: 10.1037/a0027268
Sari, Permata K. (2013). A Discourse Analysis Of The Interpersonal Meaning In William Wordsworth’s Poem “An Evening Walk” Published In 1793. STAIN Salatiga (unpublished)
Seedhouse, P. (1997). Combining form and meaning. ELT Journal, 51(4), 336–344. doi:10.1093/elt/51.4.336
Simpson, J. A. (2007). Psychological Foundations of Trust. Current Directions in Psychological Science, 16(5), 264–268. doi:10.1111/j.1467-8721.2007.00517.x
Soedijarto, (1993). menuju pendidikan nasional yang relevan dan bermutu. jakarta: balai pustaka. Pdf.
Surtiati. (2008). Teacher’s Scaffolding Talk in English Class at Senior High School. Unpublished Graduate Thesis. Semarang: State University of Semarang.
Tyas, Ghita Aning (2020). A study on interpersonal meaning negotiated teacher-students classroom interaction in vocational high school. Indonesia: Semarang State University
Walsh, S. (2002). Construction or obstruction: teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3–23. doi:10.1191/1362168802lr095oa
Walsh, S. (2006). Talking the talk of the TESOL classroom. ELT Journal, 60(2), 133–141. doi:10.1093/elt/cci100
White, P. R. R. (2000). Functional Grammar. Birmingham: University of Birmingham.
Ye, R. (n.d.). English Language Teaching www.ccsenet.org/elt 146 The Interpersonal Metafunction Analysis of Barack Obama’s Victory Speech. www.ccsenet.org/elt
Published
01-04-2024
How to Cite
Erlinda Kurniatillah, R., Husna, N., Alek, A., Hidayat, D. N., & Hamid, F. (2024). Male and Female EFL Teachers’ Mood Structure in Classroom Interaction. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 10(2), 1452-1462. https://doi.org/10.30605/onoma.v10i2.3469
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Copyright (c) 2024 Ratu Erlinda Kurniatillah, Nida Husna, Alek Alek, Didin Nuruddin Hidayat, Farida Hamid
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