Nur Afmi Khoeriyah, 2201405572 (2011) The Interpersonal Meanings of the Monolog Used in the Educational Cartoon Film Entitled “Fun Learning – People at School”. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

The topic of this study is the analysis of the interpersonal meaning of “Fun Learning – People at School”. This study is aimed at finding out the answer of these questions: how are the clauses inside the monolog of the cartoon structured to realize the interpersonal meaning? and what are the children pedagogical implications of the study? Qualitative descriptive research was used in this study. The interpersonal meaning in the monolog film was realized through mood system and modality. The unit of analysis of this study was clauses of the monolog used in the educational cartoon film. The monolog consists of 57 clauses. All the clauses were taken and then analyzed to investigate how the clauses are structured to achieve their interpersonal meanings and the pedagogical implications of the findings. The analysis of the data used the following steps: First, the monolog were divided into clauses and then analyzed through the mood and modality system. The clauses then were classified based on their mood types to figure out the speech function of each clause. The last step was drawing the conclusions based on the findings. After analyzing the monolog, it can be found that the 53 clauses belong to declarative, 1 clause belongs to imperative, 1 clause belongs to interrogative, and 2 clauses belong to tagged declarative. It can also be found that the text found in the monolog is one way or direct communication. It is a process of exchanging information. The speaker played his role as information provider which made use of his language to give information as much as possible to the audience. I hope this study not only can provide useful knowledge for next English Department students who are interested in conducting study in the field of SFL especially interpersonal meaning but also theoretical guidance of structuring classroom language to teach young learners can be found in the pedagogical implication of the study for English teachers.

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