MACROSTRUCTURE OF CLASSROOM SPOKEN DISCOURSES PRODUCED BY ENGLISH TEACHERS

Meta Keumala, Iskandar Abdul Samad, Dohra Fitrisia

Abstract


For English teaching practice, it is important to deliberate productive talks that spur students’ comprehension, creativity, and problem solving ability. This research aimed at finding out the spoken discourse based on six phases of macrostructure in English classrooms. In this study, the writers employed observation guide sheets to collect the data and it was employed to 2 English teachers in Aceh Besar. The guide was developed based on Van Dijk (1980) on macrostructure in discourse society. The theory was adopted and adjusted based on the classroom spoken discourse. The data were analyzed using the interactive model analysis by Miles, Huberman, and Saldana (2014). The steps were data condensation, data display, and data verification by using a percentage formula. The findings indicate that two teachers conducted the process of teaching and learning activities according to the lesson plans that they had previously designed. Even though both of them had different teaching strategies, but the lesson plans had a complete structure with 6 steps in macro-phases.

Keywords


Classroom Spoken Discourse; Macrostructure; Macro-phases

Full Text:

PDF

References


Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Boston: Cengage Learning.

Brown, D. (2001). Teaching by principles: An interactive approach to language pedagogy (3rd Edition). San Francisco: San Francisco State University Press.

Burns, A. (2010). Doing action research in English language teaching: A guide for practitioners. New York and London: Routledge.

Casañ-Pitarch, R. (2017). A proposal for genre analysis: The AMS model. Epic Series In Language And Linguistics, 2, 235-246.

Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth, Heinemann.

Fairclough, N. (2005). Discourse analysis in organizational studies: The case for critical realism. Discourse Studies, 5(2), 258–284.

Garton, S. (2012). Speaking out of turn? Taking the initiative in teacher-fronted classroom interaction. Classroom Discourse, 3(1), 29-45.

Gay, L. R., Miles, G. E., & Airasian, P. (2011) Educational research: Competencies for analysis and applications (10th Ed.). Boston: Pearson Education International.

Gee, J. P. (2005). An introduction to discourse analysis: Theory and method. London: Routledge.

Gibbs, G., & Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education, 5(1), 87-100.

Halliday, M. A. K. (1985). An introduction to functional grammar. London: Edward Arnold.

Inger, A., & Nielsen, A. (2005). Digital genres: A challenge to traditional genre theory. Information Technology and People, 18(2), 120- 141.

Kaneko, T. (1991). The role of first language in foreign language classroom (Doctoral Dissertation). Temple University, Philadelphia.

Kohn, A. (2006). Beyond discipline from compliance to community. Virginia: Association for Supervision and Curriculum Development.

Mehan, H. (1979). Learning lessons: Social organization in the classroom. Cambridge, Mass: Harvard University Press.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco: Wiley Imprint.

Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (3rd Ed.). New York: Sage Publications.

Noni, N. (1994). The instructional language used by the lecturers in the English classroom interaction at the English Departement of IKIP Ujung Pandang (Thesis). Universitas Hasanuddin, Ujung Pandang.

Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. London: Routledge.

Rustandi, A., & Mubarok, A. H. (2017). Analysis of IRF (initiation-response-feedback) on classroom interaction in EFL speaking class. EduLite: Journal of English Education, Literature and Culture, 2(1), 239-250.

Skidmore, D. (2000). From pedagogical dialogue to dialogical pedagogy. Language and Education, 14(4), 283-296.

Tomlinson, C. A. (2000). Differentiation of instruction in the elementary grades. Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education. (ERIC Document No. ED443572).

Ur, P. (2000). A course in language teaching practice and theory. Beijing: Foreign Language Teaching and Research Press.

Van Dijk, T. A. (1980). Macrostructures: An interdisciplinary study of global structures in discourse, interaction, and cognition. Hillsdale: Lawrence Erlbaum Associates.

Van Dijk, T. A. (1995). Principles of critical discourse analysis: Discourse & society. London: Routledge.

Yanfen, L., & Yuqin, Z. (2010). A study of teacher talk in interactions in English classes. Chinese Journal of Applied Linguistics,33(2), 76-86.

Yulianti, N. (2013). A descriptive analysis of students’ perceptions toward teacher’s talk in English classroom (The study of Third Year Students in Language Program of SMA Negeri 3 Salatiga in the Academic Year2013/2014) (Unpublished Undergraduate Thesis). State Islamic Institute (IAIN) of Salatiga, Salatiga.


Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

P-ISSN: 2085-3750

E-ISSN: 3025-9789 

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.