Febrianti, Della (2025) Exploring the interpersonal metafunctions in student-created dialogues: an sfl analysis / Della Febrianti</p>. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Communication plays a pivotal role in shaping classroom interaction. It occurs through various types of interactions such as teacher-whole class teacher-individual student teacher-group of students student-teacher student-student and student-group of students. In these interactions students are expected to recognize the power relations between speakers and interlocutors in spoken communication or between writers and readers in written forms. However research has shown that students often struggle to acknowledge these power relations leading to confusion in understanding how such dynamics are realized. To address this issue this study explores how students realize interpersonal metafunctions through dialogues they created in response to visual prompts. The research is grounded in Systemic Functional Linguistics (SFL) theory developed by Halliday and Matthiessen (2014) focusing on the interpersonal metafunctions specifically the mood modality and person systems. This study aims to understand how EFL students use language to build relationships recognize social roles and negotiate power within classroom interactions. This qualitative descriptive study involved 30 undergraduate students who were asked to create dialogues based on nine different visual prompts that simulate different settings and interaction roles such as student-to-student student-to-lecturer and senior-junior relationships. The dialogues were analyzed using clause-level analysis to identify mood types degrees of modality and person systems. Data reduction was applied to eliminate minor clauses and non-typical structures resulting in 1.614 clauses for analysis. The findings revealed that students predominantly used declarative mood types across roles and settings with 1 070 clauses (66.09%) indicating a tendency to provide information rather than request or command. Interrogative (325 or 20.07%) and imperative moods (224 or 13.83%) were also used depending on the role and context. In terms of modality median modality (e.g. will would should) was most common with 343 occurrences (46.74%) followed by low modality (can could might sometimes) with 240 (32.69%) and high modality (must have to always never) with 151 (20.57%) being the least frequent. Regarding person systems first-person pronouns (I we) were dominant (615 or 45.72%) followed by second-person (you) with 468 (34.80%) and third-person with 262 (19.48%). These findings suggest that students tended to communicate from a personal perspective while maintaining politeness and moderate assertion particularly in imagined interactions with authority figures. In conclusion this study demonstrates that EFL students are capable of utilizing various language systems within the interpersonal metafunctions to construct meaningfully contextualized dialogues with different roles. However it also highlights the need for greater variety in students rsquo use of interpersonal metafunctions as they often rely on one dominant type within each system. These findings have implications for English language teaching particularly in the development of teaching materials and instructional classroom strategies that expose students to authentic and strategic uses of interpersonal language. Future studies are recommended to involve spoken data wider participant backgrounds and multimodal prompts to gain deeper insights into students real-life communicative practices. Additionally incorporating analyses of the textual and ideational metafunctions may further enrich the understanding of learner language from an SFL perspective.
| Item Type: | Thesis (Masters) |
|---|---|
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 28 Aug 2025 04:29 |
| Last Modified: | 09 Sep 2025 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/390869 |
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