Controlling in Classroom Interaction Discourse Sma Negeri 2 Ambon (original) (raw)

Classroom Discourse and Effective Learning of Students

Abstract The term ‘classroom discourse,’ refers to all forms of talk that occurs inside the classroom and comprises the verbal as well as the non-verbal elements of discourse. The verbal element of discourse includes the language used by the teacher and the students, as well as teacher-student and student-student interactions. The non-verbal element of discourse includes non-lexical components of communication like gestures, prosody, and silence etc. The verbal and nonverbal elements together form the observable aspect of classroom discourse. Classroom discourse is often different in form and function from language used in other situations because of particular social roles which learners and teachers have in classrooms and the kind of activities they usually carry out there. The purpose of this present paper is to discuss the concept of classroom discourse and its elements in order to show its effect on student’s learning. The focus is on pattern and strategies of interactions between teachers and students for describing, identifying and operationalizing meaningful regularities in their discourse. Keywords: Classroom discourse, language, meaning, verbal, interaction

Features of Classroom Discourse

English classroom discourse is an indispensable element of English teaching and learning. It is the teacher's capability to handle learner contributions which will settle the success or fail of a lesson. The present review article focuses on classroom discourses. Four features of classroom discourse were investigated including, the importance of classroom discourse, the amount of teacher talk and the effects of giving feedback, the impact of teacher question, and error treatment. The present article, according to communicative English classroom discourses, also tried to investigate time of the teacher talk, questions in classroom, and different forms of feedback. The findings explained that although communicative approach and classroom reciprocal action are strongly supported, communication in the classroom is mainly teacher-initiated. It is therefore suggested that teachers should provide students with more opportunities to take more roles in the class. Finally, it was concluded that to what extent the teacher should be experienced to manage the classroom in a communicative way which will lead to more learning.

Speech Acts of Classroom Interaction

International Journal of Linguistics, Literature and Culture, 2018

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives. Assertions about...

Analyzing the Types of Speech Acts Used in Teaching-Learning Interaction

Journal of English Language Learning

This qualitative study was aimed at analyzing the types of speech acts used in teaching-learning interaction. The participants of this study were one class of 10th grade students of SMAN 1 Bandar Lampung. In collecting the data, observation and audio-visual material were used. Then, descriptive analysis was used to analyze the speech acts used in teaching-learning interaction. The results of this study showed that the speech acts mostly used was directive speech acts. On the other hand, declarations speech acts was not used at all. In conclusion, since the role of the teacher is as an initiator and sustainer of the interaction in the classroom and regarding the opportunities for the full range of human interactions are limited which make the students get more difficulties in acquiring appropriate language use patterns, therefore, directives speech acts is appropriate, used in classroom interaction context to help the students to acquire the target language in the comprehension input...

THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher's talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students' talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

A Theoretical Review of Classroom Discourse

International Journal of Academic Research in Progressive Education and Development, 2017

This paper reviews the characteristics of classroom discourse and interactional routines in an adult classroom. Classroom discourse differs in functions and forms from language used in other contexts as teachers and students have specific goals and engage in different sets of activities in the classroom. Student learning is influenced by their ability to negotiate meaning and work together in completing the given tasks. The successful negotiation of meaning suggests that learning has taken place. On the other hand, teacher talk also influences the student learning. Teachers in classroom modify and simplify their talk to suit their objectives and effectively engage students with different levels of proficiency. This paper concludes that an effective classroom discourse involves successful negotiation of meanings not only between teacher and student(s) but also between student(s) and students(s).

LECTURERS' CLASSROOM DISCOURSE EVENTS AND POWER RELATION USED IN COMMUNICATING LEARNING TASKS

1. INTRODUCTION Task is the central activity the students should do in learning a subject. It can be done inside or outside the class. The form can be oral or written which is done by the students individually or in group. Eventhough the lecturer has communicated the learning tasks since the first meeting of a semester, she must communicate the task every meeting before and during the process of the task is going on. The communication is proposed to remind the students of the task they have done as well as the guidance for them to do a current task. Therefore, the process should meet the requirements for gaining the purpose. In the process of delivering the task, the discourse used by the lecturer is a determinant aspect in making the students ignited to do the task. If it is interesting and clear, the students will enjoy the task and can do it as expected. In other words, the more influential the discourse the lecturer can use, the more motivated they will do the task. In the writer's observation to some situations of learning process at STKIP PGRI Sumatera Barat, she found that most students were not interested in doing the task. In addition, they could not do the task maximally since they did not understand the task. As the effect, doing the task was not useful to make them acquire the subject. Due to the fact that the students could not do the task, the writer was encouraged to do a research about the discourse in social interaction, especially in classroom interaction. Since the task is communicated by the lecturer in classroom social interaction, to make the students understand the discourse, the lecturer needs to study some topics which are relevant to the discourse. Barton and Hamilton state that the concept of the literacy event provides a starting­point for analyzing interaction. Meanwhile, the concept of literacy practice provides a way of relating these to broader cultural and structural formations (xxvii). This paper was focused only on literacy events used by lecturers in communicating learning tasks. In addition, she also studied domination of power in the discourse which might influence their enchantment in doing the task. The power relation carried out through the discourse is believed very urgent to the students' self

Teacher and Student Talk in Learning Speaking Skill at SMA Bina Bersaudara Medan

REGISTER: Journal of English Language Teaching of FBS-Unimed, 2021

This study aimed (1) to investigate the types of teacher and student talk in English classroom interaction and (2) to investigate the teacher and students’ reasons to use the types of categories in classroom interaction. This study focuses on analyzing the process of classroom interaction through Flanders Interaction Analysis Categories System (FIACS). This study was conducted by using descriptive qualitative research. It was conducted in SMA Bina Bersaudara Medan at the X-1 grade class. The instruments of the research were observation, recording and interview. The results of this study were (1) the types of teacher talk that occurred were praise or encourages, asking question, lecturing and giving direction. Furthermore, the types of student talk that occurred were response and silence or confusion. (2) There are four reasons why the teacher used the types of categories in classroom interaction, namely: the teacher used praise and encourage to make students feel appreciated, the te...