jj, PHASAL AND EXPERIENTIAL REALIZATIONS IN LECTURE DISCOURSE: A SYSTEMIC FUNCTIONAL ANALYSIS TENGKU SILVANA SINAR F (" 'lfustakaan USU No, -_.

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1 jj, PHASAL AND EXPERIENTIAL REALIZATIONS IN LECTURE DISCOURSE: A SYSTEMIC FUNCTIONAL ANALYSIS TENGKU SILVANA SINAR, \ No, No. 'P. 0 'tto F (" 'lfustakaan USU -_.- Sumbcf - - '~f?l'fc> 12,1 ~ f,j -ijci.cltc:l t D1tlerHSll ~ 2.-DCll FACULTY OF LANGUAGES AND LINGUISTICS UNIVERSITY OF MALAYA MAY 2002 Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002

2 ,\ DEDICATION.. Dedicated to Abdul Wahab Yahya Alhaj, Shahnaznshrafia and Ashfaq Yasser, Tengku Luckman Sinar S.H. Al haj and Tengku Daratul Qamar.. Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002 ii

3 CERTIfICATE: [ certify that this dissertation is my own research account and its content has not been submitted for a higher degree to any other university or institution. Tengku Silvana Sinar ( Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002

4 -~ ABSTRACT The problems investigated in this study are (I) what are the phasal realisations of the lecture discourse (LD) with respect to the phase and sub-phase types and patterns, (2) what are the experiential semantic realisations ofthe LD with respect to the semantic representation, and (3) what arc the experiential lexieogrammatical realisations of the LD with respect to the transitivity system representation? 1 This study is corpus-based in which materials were selected as corpora for investigation. The approach is qualitative/quantitative-descriptive in nature, and the method is observational. The spatial setting is the Faculty of Languages, University of Malaya, whereas the temporal setting is March and July The subject population is lecturers and students of the institution. The sample consists of 7 lecturers and 387 students that are selected by employing a random sampling technique. Of all the lectures that involve the sample, 7 lectures-in-texts are selected as data by applying the researcher's judgement sampling technique. The data arc collected by means of audio-visual recordings and transcriptions, and they are analysed by employing a complementary method of analysis that combines Young's model and Halliday's model. The primary instrument of this study is the researcher herself, whereas the secondary instruments arc (I) classification schemes of the semiotic aspects that are in focus, (2) data sheets that contain 7 lectures-in-texts, and (3) notes on each lecture-in-text. The findings reveal that the Lfr-in-text as a whole is typically realised and characterised by the following: (I) the Substantiation (SU) as the most prominent macro-function and the Consent (CT) as the least prominent, (2) the Definition (DE) as the most prominent micro-function and the Aside (AS) as the least prominent, (3) the Being as the most prominent semantic field and the Existing as the least prominent, and (4) the Relational as the most prominent transitivity process type and the Existential as the least prominent. The macro-function patterns display dynamic variations, and the micro-function patterns demonstrate greatly dynamic variations. Furthermore, the findings also show the following: (I) the Carrier as the most prominent participant function and the Target as the least prominent, and (2) the Non-human as the more prominent participant type than the Human. In addition, the Location circumstantial type is the most prominent, whereas the Contigency is the least prominent. Based on the main findings, there is strong evidence to suggest that the 'semiotic behaviour' of the Llr-in-text as a whole is motivated by the goal-oriented need, and the goal to achieve has tended to be more academic-oriented than socialoriented, In this, the lecturers as the primary speakers of the lecture room interactions have tended to focus on the transformation of intellectual values (academic knowledge/skills) with the least social values involved therein. The most prominently occurring SU macro-function, DE micro-function and Being and Relational processes arc clear indicators ofthis endeavour. Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002 IV

5 .,. The scope and objectives of this study have been delimited to investigating LD phenomena at the levels of phase, sub-phase, experiential semantics and transitivity grammar. To provide a comprehensive account of LD phenomena at the given Malaysian institution in particular, it is suggested that further research of this kind with a wider scope needs to be earned out, as such that it includes all relevant aspects and dimensions of all the semiotic levels in the overall semiotic space of language-in-context complex. Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002 v

6 ABSTRAK Masalah yang diteliti dalarn kajian ini ialah (1) apakah realisasi fasa (phasal realisations) dalam wacana kuliah dihubungkait dengan jenis dan pola fasa dan sub-fasa, (2) apakah realisasi pengalaman semantik (experiential semantic realisations) wacana kuliah dihubungkait dengan representasi semantik (semantic representation) dan (3) apakah realisasi nahu leksikal (lexicogrammatical realisations) wacana kuliah dikaitkan dengan representasi sistim transitiviti (transitivity system representation). Kajian ini berdasarkan data. Data yang dikumpulkan dianalisis menggunakan pendekatan deskriptif kualitatif and kuantitatif dan metode yang digunakan adalah metode observasi. Tempat pengambilan data adalah di Fakulti Bahasa dan Linguistik pada bulan Mac dan Julai tahun Populasi subjek adalah pensyarah dan mahasiswa di institusi tersebut. Sampel terdiri dari 7 pensyarah dan 387 mahasiswa yang dipilih adalah secara rawak. Dari semua pensyarah yang terbabit dalam sarnpel, 7 kuliah-dalam-teks telah dipilih sehagai data dengan peni1aian peneliti. Data dirakam secara 'audio-visual' kernudian ditranskripsikan dan dianalisis dengan menggunakan metode analisis komplimentari kombinasi antara 2 model SLFT Halliday dan Young. Unsur instrumen dalam pengajian ini adalah (l) skim klasifikasi aspek-aspek serniotik, (2) data yang terdiri dari 7 kuliah-dalam-tcks, dan (3) catitan setiap kuliahdalam-teks. Dapatan pengajian menunjukkan bahawa wacana kuliah secara keseluruhan direalisasikan dan disifatkan secara khusus sebagai: (l) fungsi-makro 'Substantiation' (S0) yang terbesar dan fungsi-mikro 'Consent' (CT) yang terkecil, (2) fungsi-rnikro 'Explanation' (EP) dan 'Definition' (DE) yang terbesar dan fungsi mikro Aside (AS) yang terkecil, (3) realisasi semantik 'Being' yang terbesar, dan 'Existing' yang terkecil, (4) proses transitiviti 'relational' yang terbanyak dan 'existential' yang terkecil, (5) fungsi partisipan "Carrier" yang terbesar dan 'Target' yang terbanyak, (6) Jenis partisipan 'Non-human' yang lebih banyak digunakan daripada 'Non-human', dan (7) Jenis sirkurnstansi 'Location' yang terbesar dan 'Contigency" yang terkecil. Dapatan ini secara keseluruhan bermakna bahawa perilaku semiotik dalam wacana kuliah-dalam-teks dimotivasi oleh keperluan yang mernpunyai tujuan akademik dan untuk mencapai tujuan ini pensyarah lebih berorientasi akademik daripada berorientasi sosial. Terbukti pensyarah sebagai penutur utama dalam interaksi di ruang kuliah cenderung memfokuskan kepada transfonnasi nilai-nilai intelektual (pengetahuan akademik dan kemahiran) dengan memperkecil nilainilai sosial yang terbabit di dalam kuliah. Sebagai indikator dapat kita lihat Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002

7 dengan besarnya frekuensi kehadiran fungsi-makro SU dan fungsi-mikro EP dan DE, realisasi semantik "Being" dan proses transitiviti 'Relational", Memandangkan ruang lingkup dan objektif kajian yang dijalankan ini terbatas untuk menyelidiki fenomena wacana kuliah secara komprihensif pada satu institusi di Malaysia sahaja dan hanya menyentuh sebahagian kecil daripada aspek semiotik bahasa dan konteks, maka disarankan kepada peneliti-peneliti lainnya untuk mernperluas ruang lingkupkajian dan menyentuh seluruh aspek dan dimensi kajian tingkat serniotik bahasa dan konteks..'.,ii Tengku Silvana Sinar: Phasal And Experiential Realizations In lecture Discourse:A Systemic Functional Analysis, 2002

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