PROCESS AS A TRANSITIVITY ELEMENT IN CLASSROOM DISCOURSE

The purposes of the study is to describe about the experiential realization through transitivity analysis in classroom discourse, and only concerns with one component of the metafunctions that is the experiential meaning. The problem investigated in this study are (1) The transitivity processes used by the teachers in English classroom context; (2) the description of processes realized by teachers in the classroom context; and (3) the field of discourse in which the processes are realized in the classroom context. This study is data -based in which materials were selected as corpora for investigation .The approach is a descriptive qualitative and quantitative in nature, because beside describing about transitivity system and classroom discourse, it also calculating emergence frequency of any process element which appear, and the method is observational. The location of the sudy were in SMA Negeri 1 and 2 Kejuruan Muda, Aceh Tamiang, where as the temporal setting is October until November 2016. The subjects of the study are 3 English teachers from both schools. 6 ClassroomDiscourse (CD)-in-text are selected as data by applying the researcher’s judgment sampling technique. In collecting the data, this study is used a means of audio-visual recording and transcriptions, and analyzed by employing Interactive Model in which the clauses realized are determined to the process and circumstantial elements. The primary instrumen of this study is the researcher herself whereas the secondary instument are 1) classification schemmes of the process as an element of transitivity 2) data sheets of 6 (CD) –in-texts, and notes on each CD –in-text. The result of the study from data analysis with total of clauses produced by 3 teachers each two sessions are 2175 clauses. It gained 726 clauses of Material Process (33.38%), followed by behavioural process gained 425 clauses (19.54%), relational process gained 296 clauses (13.60%), existantial process gained 287 clauses (13.19%), mental process gained 250 clauses (11.49 %), and verbal process gained 191 clauses (8.78 %).