Language Function As A Support To Teachers’ Professionalism

Authors

  • Kadek Adyatna Wedananta Universitas Pendidikan Nasional, Indonesia
  • I Gusti Ayu Indah Triana Juliari Universitas Dwijendra, Indonesia

DOI:

https://doi.org/10.46650/wa.13.2.1328.224-232

Keywords:

Language Function, Professionalism, Teachers

Abstract

ABSTRACT: This study seeks to determine the functions of language for the professionalism of teachers who must communicate and convey information or material to students. This study employed a qualitative methodology. This research was conducted in schools located in Denpasar, Bali, with teachers as its subjects. The language functions utilized by the teacher can be mapped as follows: 44 phatic functions (23%), 34 metalingual functions (18%), 34 referential functions (18%), 34 conative functions (18%), 25 emotive functions (13%), and 19 poetic functions (10%). From the results of the study, it can be concluded that language functions in their professionalism as teachers, namely a phatic function that facilitates socialization and interaction between teachers and students; a metalingual function that teaches students the vocabulary they have not yet mastered; a referential function plays a role in conveying topics, information, or material to students; a conative function allows teachers to instruct something to students; an emotive function serves to motivate or develop relationships between teachers and students; and a poetic function plays a role for teachers who need poetic or aesthetic language when providing examples of poetry or other literary works. Keywords: Language Function, Professionalism, Teachers

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Published

2022-10-29

How to Cite

Kadek Adyatna Wedananta, & Indah Triana Juliari, I. G. A. (2022). Language Function As A Support To Teachers’ Professionalism. Widya Accarya, 13(2), 224–232. https://doi.org/10.46650/wa.13.2.1328.224-232

Issue

Vol. 13 No. 2 (2022): Widya Accarya

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Articles

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