Language Function in Classroom Practice: An SFL Study of Teacher and Student Discourse in Elementary School

Abstract

This study aims to analyze language functions in the interaction between teachers and students in an elementary school classroom by using Systemic Functional Linguistics (SFL) approach. The main focus of the research is on the three metafunctions of language according to Halliday, namely ideational, interpersonal, and textual, which represent how meaning is constructed in the learning context. The research method used is descriptive qualitative, with data in the form of transcripts of teacher and student verbal interactions obtained through observation and recording of teaching and learning activities. The results of the analysis show that the ideational function is seen from the teacher's use of material and relational processes in giving instructions and explaining concepts, while students respond with simple sentence structures that reflect actions or conditions. The interpersonal function is seen in the teacher's strategy of building supportive social relationships and encouraging student participation through communicative tone, modality, and invitation. Students show active interpersonal responses although they are still limited. Meanwhile, the textual function is reflected in the teacher's ability to arrange information coherently and the use of discourse markers to maintain coherence, as well as the internalization of discourse structures by students. This study concludes that language in classroom practice not only functions as a communication tool, but also as an effective pedagogical tool in shaping understanding, social relations, and learning structures. This finding is expected to be a reference for teachers in designing classroom communication that is more meaningful and supports the development of students' language skills.