MOOD STRUCTURE ANALYSIS OF TEACHER TALK IN EFL CLASSROOM: A DISCOURSE STUDY BASED ON SYSTEMIC FUNCTIONAL LINGUISTIC THEORY

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Jurnal Bahasa Inggris | This study aims at analyzing male and female teacher talk in EFL classroom. The analysis was meant to find out the realization of Mood in teacher talk, the realization of Mood in teacher‟s role, and the Mood realization difference between male and female teacher talk in EFL classroom. It was designed as a descriptive-qualitative research, and discourse analysis. Data were collected through observations i.e. recording and note-taking as the main source. The data were analyzed using Mood structure analysis suggested by M.A.K Halliday. To gain deeper analysis, the data were triangulated by interviewing the participants, two senior English teachers i.e. male and female teacher, and one linguist. 

Based on the results of the data analysis, the findings of this research can be stated as follows: 

(1) Male teacher employed seven speech functions and female teacher employed eight speech functions during their classroom interaction. Those speech functions were commonly realized in two types: Typical clause Mood and Non-typical clause Mood in making interpersonal meaning among the students. 

(2) The dominant use of almost all speech functions in a certain role i.e. a controller role indicates that there is a relation between teacher‟s role and Mood realization. 

(3) There are some differences of male and female teacher talk in selecting Mood system in expressing interpersonal meaning to the students i.e. in giving information, in asking a question, in demanding the students to do something, and in offering something to the students. Cultural and social factor of the teachers are believed as the contributions to the differences.

Key words: Mood Structure, Teacher Talk, EFL Classroom