“MOVE” ANALYSIS IN CLASSROOM INTERACTION (An Functional Grammar Approach

Abstract

Find out the form of  “move” in students classssroom interaction of UNRIKA during teaching practice program was the aim of this study. Conversation texts taken froms tudents’ classssroom interaction of UNRIKA during teaching practice program were  the data of this research. To analize the data, in this study , descriptive qualitative method was used. There were five classroom interactions selected as the data source. The data were taken by recording then transcripted. Rewriting, Identifing utterences, elaborating and then analized were the process of data analysi. The findings of this study showed that were 261 clauses analysis. There were two types of move” in students classssroom interaction found, namely congruent and metaphorical “move” coding. Congruent and metaphorical “move” coding was 76.63% and metaphorical “move” coding was 27.37%. Congruent “move” coding was built in “knower” and “actor” analysis, but “knower” analysis was more dominant. It means the conversation texts dominnated by the statement and question, in another word, the content of the interaction refered to the lecturing and discussion situation.  Keywords: “Move”,” Knower”, “Actor” Congruent and Metaphor Coding.