Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) PGRI Sumatera Barat, Infonesia
This study investigated thematic intertextuality used by lecturers in communicating learning task to Minangkabaunese students. It answered the questions about the types and its semantic relation to the text in which the intertextuality was used. The research method is qualitative research with content analysis. Participants included 6 lecturers who taught at English Department of Teachers College called STKIP PGRI in West Sumatera, Indonesia. The data were collected by recording their classroom discourse during the learning task. Finally, the data were analyzed by using (Mayring, 2014, p. 28), namely by transcribing the text into qualitative content analysis, categorizing the intertextuality deductively after describing the semantic similarities between the text and another text within a discourse. Having analyzed the data, the researchers found ten types of intertextuality made by the lecturers when communicating learning tasks to Minangkabaunese students. The intertextuality includes indirect reference, example, quotation, repetition, allusion, illustration, retelling, parody, translation, and conclusion. In addition, all types of intertextuality have semantic relation, except indirect reference. Based on the findings, conclusions can be drawn that the selection of intertextuality depends much on the lecturer’s prior knowledge, experience, and their habit in communication; some types of intertextuality are functional and some others are dysfunctional in making the students understand and interested in the tasks.
Thematic, Intertextuality, Communicating, Task, Minangkabaunese