Speech Functions in Classroom Interaction between Teacher and Students

This study aimed to identify the types of speech functions used by teachers and
students and to analyze their realization in classroom interaction. It was based on
Systemic Functional Linguistics theory proposed by M.A.K. Halliday, focusing on
speech functions and mood. Speech functions include statements, questions,
commands, and offers, which are realized through declarative, interrogative, and
imperative moods. This research used a descriptive qualitative method. The data
were collected through audio recordings of teacher and students’ utterances in the
tenth grade at SMAS Budi Utomo Medan. The data were transcribed and analyzed
to identify speech function types and their realization in mood. The findings
showed that both teacher and students used statements, questions, commands,
offers, and minor clauses. Statements were the most dominant, especially in
students’ utterances (83.84%), while teachers used statements (43.71%), questions
(38.36%), and commands (11.64%). Offers appeared in small proportions, while
minor clauses functioned as brief responses. The realization of speech functions in
mood was flexible, as some utterances did not always match their grammatical
form. Overall, classroom interaction was teacher-centered, with students showing
limited active participation.