CRITICAL DISCOURSE ANALYSIS: EXPERIENTIAL FUNCTION OF THE OPEN UNIVERSITY ELEARNING CLASSROOM

The transition from face-to-face to online education might be delayed not just by the needed computer abilities, but also by shifting self-concept requirements for instructors. The goal of this study was to expand existing knowledge of the phenomena of Critical Discourse Analysis (CDA) in e-learning classrooms that emphasize experiential function. The subjects were undergraduate students of the English Department who enrolled in Indonesia Open University elearning classroom. The objectives of the study are : 1) to identify the types of discourse in experiential function used by tutor online and students ; 2) to analyze the experiential function used by tutor online in elearning classroom ; 3) to investigate the types of discourse in experiential function dominantly used by tutor online and students. Descriptive qualitative research was implemented to reveal the data from discourse of online tutor and students in e-learning classrooms. The finding provides tutor online and students perform experiential function in their discourse in the process of teaching-learning in the classroom. There were 35 clauses found in the discourse including process, participants, and circumstances. Types of experiential function used by online tutor and students of Indonesia Open University were 1) Participant such as Actor, Goal, Senser, Phenomenon, Possessor, Possessed, Sayer, Verbiage and Carrier, 2) Process such as Material, Mental, Relational and Verbal, 3) Circumstance such as Location, Manner, Cause and Matter. More specifically, critical discourse analysis exists and incorporates textually and contextually communication signals. Hence, online tutors and students frequently employ some forms of experiential function in their e-learning conversations.


Introduction
The link between language and social behavior is expressed through Critical Discourse Analysis (CDA). It also uses writing to explain, translate, and evaluate social situations (Coulthard & Condlin, 2014) As a result, Critical Discourse Analysis recognizes linguistic features as well as the link between language and a particular environment. Furthermore, according to Wodak (2014), Critical Discourse Analysis is about comprehending the linkages between language, power, and ideology since the context of language usage is essential (Fairclough, 2013;Han, 2015).
Because CDA language is not decisive on its own but develops power by the use influential people make of it, the cornerstone of CDA research is the analysis of the enactment, exploitation, and abuse of power Wodak (2014). As a result, CDA is adequate for evaluating interactions in situations where a power imbalance exists. Power and Voices of Authority in the Media Narrative of Malaysian Natives: Combining Corpus Linguistics and Discourse Analysis Approaches were also investigated by Ismail et al. (Ismail et al., 2020). Researchers mentioned that critical discourse analysis (CDA) had been employed as the principal analytical technique in many linguistic studies on news or media discourse (KhosraviNik & Esposito, 2018). CDA's success in studying news discourse stems partly from its ability to reveal ideologies and power structures (Renugah & Tan, 2015in Ismail et al., (Ismail et al., 2020. For example, performers are represented in football news, while governments are represented in business news articles. Despite its popularity, CDA has had several complaints, one of which may cherry-pick texts that are often tiny in quantity  (Ismail et al., 2020). CDA examines how text performs or works in sociocultural practice. As a result, CDA employs language in spoken and written communication and social interactions (Wodak & Fairclough, 2004). In other words, discourse analysis is described as a tool that interacts directly and implicitly with people's lives in order for society to establish communication in order to reach a specific purpose (Dick & Nightlinger, 2020;Luhmann, 2020).
Language helps to address human needs, according to Systemic Functional Linguistics (SFL). A metafunction is a language function that is used to utilize language. The meaning of experience (ideational), the meaning of exchange or meaning between people (interpersonal), and the meaning of chaining or organizing are the three components of metafunction (textual) (Halliday et al., 2014;Van Dijk, 2014). People's language acts are expressions of meaning when they communicate via language. Language, as a meaning, plays a critical role in people's daily lives.
People require language in order to interact with others and avoid being alone. According to Halliday et al. (2014), one of the roles of language is to allow individuals to communicate by permitting the expression of statuses, judgments, and the like; this includes involvement in linguistic contact.
A discourse analysis that is not dependent on grammar, according to Halliday (Michael A K Halliday, 1995), is not an analysis at all but rather a running commentary on a text. Discourse analysis may be done from various viewpoints, including content, social, historical, and whereas the others are not. The subjective foundation is linked to the second question (assessment), the text's interpretation. This is accomplished by connecting the text to its social setting. As a result, any subjective interpretation or comprehension of speech should be founded on objective conclusions or facts.
Operationally, in order to attain the two the objectives of discourse analysis, the following steps were taken in analyzing the text experientially.
(1) The text is divided into clauses.
(2) Determining the experience role of each sentence (i.e., Process, Participant and Circumstance) (3) Identifying and categorizing aspects of the experience function (Process, Participants and Circumstances) (4) Deriving patterns of the Process, Participant, and Circumstance in order to discover patterns of the experience function.
(5) Assessing the text's effectiveness by linking it to its (social) environment.
Those experiential functions in this research were applied in an e-learning classroom. Elearning classroom environment allows direct interaction between teachers and students as they participate in learning activities (Dahalan et al., 2012;Huang et al., 2012). Practically, e-learning utilizes information technology as a means of learning (Jethro et al., 2012) which expects the teaching and learning process in e-learning can be done by anyone, anyplace, and anytime. In other words, an e-learning classroom is a shared online place where students and teachers collaborate at the same time. The distribution and access of instructional materials in internet-based e-learning is done through electronic media, with the content being provided by a web server (Alenezi, 2020; Belaya, 2018). Typically, this contact takes place through an e-learning program such as Moodle or Google Classroom, however video conferencing is also used occasionally.
The potential of e-learning encourages the search for the best forms of e-learning implementation through various studies, as well as assessments of the application of e-learning must be carried out frequently so that effectiveness is noticed (Alqahtani & Rajkhan, 2020;Asoodar et al., 2016;Truong, 2016). In addition, e-learning provides a different experience in learning so that it can overcome boredom in learning with traditional methods. The use of elearning also has the potential to overcome differences from teachers, such as different teaching methods, materials, and materials mastery, thus providing more consistent quality standards (Jahjouh, 2014;Salehudin & others, 2021;Yanuschik et al., 2015;Zare et al., 2016). Dahalan et al.  (Poedjiastutie, 2017). Consequently, educators in the 21st century are faced with preparing learners to function successfully in this ever-changing and increasingly technological and globalized society Schleicher (2012). This advancement in technology has also paved the way for new approaches to promote literacy with important implications to current practices in literacy education. There has been much discussion about using technology as a learning tool to increase student learning and educational results (Gillian & Lew, 2018). Technology is seen to have the potential to enhance learning and support learner-centered methods successfully (Yilmaz, 2017). They conducted the research to learn how students utilized an online annotation tool to improve their interaction with assigned online reading materials.
Studies have shown that using an online discussion forum in the classroom may contribute to a good learning environment if learners and educators know how to utilize it successfully (Omar et al., 2018;Rezeki, 2020). Based on the relevant studies above, the researchers are interested in studying E-learning classrooms in other fields. One of the ways is to apply the online learning process (e-learning) in various Indonesian universities. One of them is the Indonesia Open University, which specially analyzes the discourse of E-learning classrooms.
With the preceding as a backdrop, this study aims to analyze the phenomena of discourse analysis concerning experiential function in an E-learning classroom. As a result, the following research question is used to guide this investigation: 1) In an E-learning classroom, what kind of experience functions are employed by the online tutor and the students? 2) What impact does the

Method
This study aimed to identify and examine a social phenomenon using descriptive qualitative research. Qualitative research seeks to comprehend a phenomenon by concentrating on the big picture and seeking a comprehensive image and depth of knowledge (Ary et al., 2018). As a result, Taylor et al. (2015) proposed that descriptive research uses the natural context as a direct source of data, with the researcher as the instrument's key. Furthermore, according to Creswell & Creswell (Creswell & Creswell, 2017) The discourse between an online tutor and students in an e-learning classroom chosen by the researchers is the subject of this study. These conversations were recorded in an e-learning classroom at the Indonesia Open University for an English course. The written texts of the instructor and the students' dialogue in the E-learning classroom were the subjects of this study.
This research had 11 participants: 1 online tutor and 10 E-learning classroom pupils. The data came from an online tutor and students' conversation in an English e-learning classroom at the Indonesia Open University.
In this study, there were three phases to the investigation (Figure 1). Phase 1: divided the speech into sentences, Phase 2: analyzed clauses in terms of experience function, and Phase 3: classified aspects of experiential functions Separating the speech into clauses was the initial step in the analysis. Ten data files include conversations between an online tutor and students in an E-learning classroom. There are 34 clauses in the dialogue. Process, Participant, and Circumstance were the three parts of the experiential function that made up the clauses. The speech was divided into 34 clauses on this

Result and Discussion
Based on the discourse which was transcribed in an English E-learning classroom, it was found that material, mental, relational and verbal were applied by the tutor and students. Material process consisted of 24 utterances, mental process consisted of 3 utterances, relational process PA GE 12 Kajian Linguistik dan Sastra | e-ISSN 2541-2558 Vol. 6 (2) (2021) 96-109 consisted of 2 utterances, and verbal process consisted of 6 utterances. In types of Circumstance, the tutor and the students applied location, manner, cause and matter. Location consisted of 9 utterances, manner consisted 5 utterances, cause consisted 3 utterances, and matter consisted of 5 utterances. In types of Participants, the tutor and the students applied. Participants I such as Actor consisted of 14 utterances, Senser consisted of 2 utterances, Possessor consisted of 1 utterance, Sayer consisted 4 utterances, and Carrier consisted 1 utterance. While in Participant II, the tutor and the students applied Goal consisted of 19 utterances, Phenomenon consisted of 2 utterances, possessed consisted 1 utterance, and Verbiage consisted 5 utterances. Data was discovered that the tutor online and students at the Indonesia Open University's English E-learning classroom performed experiential learning in the teaching-learning process.

Tabel 1. Results of Experiential Function
With a proportion of 24 utterances, the Material Process was dominantly employed, while the occurrences of Circumstance were dominantly used. Thus, the actor has the upper hand in Participant I, whereas the Goal is in Participant II.
The purpose of this study's overall review is to discover the phenomena of discourse analysis concerning experiential function in an E-learning classroom. According to Wodak (2014), critical discourse analysis examines how the text operates in sociocultural practice. As a societal element, critical discourse analysis investigates or analyzes language in written and spoken form. The study of a conversation binds text and context together. The discourse data focuses on the formation of discourse, which includes written texts in various forms and spoken texts in various speeches. Because critical discourse analysis exists and incorporates textually or contextual communication signals, the researchers are interested in doing this study. Furthermore, discourse analysis offers several advantages when applied to Indonesian culture.
The results of this study have demonstrated that there are categories of critical discourse analysis in terms of an experiential function utilized by online tutors and students in E-learning classrooms at the Indonesia Open University, based on Halliday's theory (2014). Furthermore, it indicates that during the e-learning process, all participants used various forms of experience functions in their discourse. These results were obtained by using three steps in this study: separating the discourse into sentences, analyzing clauses in terms of experiential function, and classifying the constituents of experiential functions.

Conslusion
Online tutors and students frequently employ some forms of experiential functions in their Elearning conversations. During the E-learning process, the Material process is most frequently employed in discourse. Manner and Matter Circumstances are the most frequently employed in the PA GE 12 Kajian Linguistik dan Sastra | e-ISSN 2541-2558 Vol. 6 (2) (2021) 96-109 conversation during the E-learning process in the Circumstance aspect. In Participant I, the term "actor" is most frequently used in conversations between an online tutor and students in an elearning classroom. While Goal is most frequently employed in the discourse of the online tutor and students in the e-learning classroom in Participant II. Although not all categories of experience function were employed by online tutors and students in the e-learning classroom, all participants used discourse analysis in terms of experiential function during the e-learning process.
According to the current systematic review of 11 participants in an E-learning classroom, there are several categories of discourse analysis in terms of experiential function. The findings are based on the conversation between the online tutor and the students in the E-learning classroom.

Acknowledgment
This work was supported by Universitas Muhammadiyah Sumatera Utara research grant No. 114/II.3-AU/UMSU-LP2M/C/2020 according to a research contract in 2020.

References
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