Wacana Kelas pada Pendidikan Anak Usia Dini (Analisis Linguistik Sistemik Fungsional)

Abstract

This study is aimed to describe the classroom discourse in pre school level of education which is so called PAUD (Pendidikan Anak Usia Dini) in Indonesia in general. The research was conducted in Kota Langsa, North Aceh Regency. The speeches are focused on the interpersonal conversation between teachers and students. By adopting the theory of Linguistic Functional Systemic (LFS). It is found that indicative modes become the major functions which appear dominantly in conversation comparing to imperative modes. Both two modes take place as the major clauses in interpersonal function. The use of structures in Bahasa Indonesia which are different in English as the referent language brings about the problems in analysing the clause. As the instance, the Bahasa Indonesia does not recognize the auxiliary or helping verb in constructing clauses, as tobe and helping verbs that English has. Furthermore, it is found some variations in speech functions uttered by teachers and students as well. The speech functions are: declarative (59%), claimed as the dominant speech; followed by interrogative (23%), then imperative (16%), and offering (2%). In classroom context, declarative clauses play an important role in persuading and giving information to the hearer. Interrogative are used to create interaction in class. Then, imperative and offering give a chance to students to accept or deny something through the utterances. These four speech functions appear in major clauses in imperative, indicative or emphatic modes. It is also found some minor clauses to help creating interaction in class, they are vocative, addressing, interjection and warning as well. Comparing to major clause, the minor ones do not have thematic structure. Continuity and tone becomes one of the specific characters in preschool classroom discourse. Continuity is formed by clipping the word produced by the teachers functioned as the instruction to the students, and it is not found in English. As the instance, teachers clip the word “bela…”, then the students continue by completing “…jar”. It cannot be done in English to clip “stu…” with “…dy”. Tone can also be determined the clause instead of using interrogative structure / subject. In conversation pattern in classroom discourse, it is also found some specific pattern as so called initiative, response, and feedback. This pattern is formed by four inclusive phases, they are adaptation, opening, activity and the last closing. The classification which can be covered in each phase is T,M,P, C, Ph, I,S, Pj, Tw, V, Pa, Tg, Re, Kom, Pn, E, Ʌ, PT, Sim and KB. The uncovered classification is Is and PP. It is due to the interaction of the preschool students is more verbal interpersonal which takes the both sides of speakers and hearers.