scholarly journals PRAKTEK KEKUASAAN DAN DOMINASI GURU DI DALAM KELAS DITINJAU DARI STRUKTUR WACANA PEDAGOGIK PEMBELAJARAN BAHASA INGGRIS

2015 ◽  
Vol 9 (1) ◽  
pp. 19
Author(s):  
Hamzah Hamzah ◽  
Kurnia Ningsih
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
English Teacher

This study is aimed at exploring the way the English teachers at senior high schools exercise power and domination during the teaching and learning process. Conversation analysis and critical discourse analysis were used to analyze the data. The data were generated from thirty transcripts of classroom interaction comprising of two academic hour session for each transcript. The findings of this study revealed that the English teacher still exercised strong power and domination in the classroom. Most exchanges were initiated by the teacher (93%), and the students involvements were limited to providing responses in accordance with the information initiated by their teacher. The teachers’ domination was also seen in the length of the turns. The teachers normally had extended turn comprising one clause or more, while students’ contributions were normally short consisting of one word, one phrase, and one clause was the longest in each turn. Beside the two indicators, the teachers’ power and domination were seen in controlling the topic, giving instruction, asking close questions and providing correction. Key words: conversation, classroom discourse, power and domination

scholarly journals Translanguaging in an EFL classroom discourse: To what extent it is helpful for the students?

2021 ◽  
Vol 1 (1) ◽  
pp. 42-46
Author(s):  
Dinda Gusti Ayu Berlianti ◽  
◽  
Intan Pradita
Keyword(s):  
Higher Education ◽  
Thematic Analysis ◽  
Learning Process ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Classroom Interaction ◽  
Face To Face ◽  
Full Face ◽  
Complex Subject

Translanguaging is a tool for bilingual or multilingual to learn more than one language.  In the field of linguistic, translanguaging is not something new. However, its implementation is still found rare in higher education. To fill this void, this study aims to investigate the implementation of translanguaging in classroom, especially in higher education. This research was intended to answer how helpful translanguaging practices in EFL Classroom is. By using qualitative method, the data were collected by recording two credits full face-to-face classroom interaction. One lecturer and her forty-five students voluntarily became the research participants.  The data were then analyzed by using thematic analysis. The findings showed that the practices were helpful in a way that the tutors could build an engaging dialogue for the students, enabling them to understand the complex learning materials. These findings then implied that in the teaching and learning process, EFL lecturers tend to be more attentive as they prefer to have their students understanding on complex subject to build English proficiency of their students’.

Making visible an ideological dilemma in an interview narrative about social trauma

2008 ◽  
Vol 18 (2) ◽  
pp. 187-205 ◽  
Author(s):  
Greer Cavallaro Johnson
Keyword(s):  
World War Ii ◽  
Discourse Analysis ◽  
Narrative Inquiry ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Critical Discourse ◽  
World War ◽  
Social Trauma ◽  
The Social

This article builds on contemporary understandings that identity is accomplished interactionally and discursively through storyteller/interviewer engagement inside the telling of the story. It introduces a new notion of narrative inquiry through the concept of “transactional positioning” to achieve an imagined interaction between a listener outside the institutional interview context and a tale told in an interview narrative some time ago. Texts are arranged by a select listener in a pre-thought out way to imaginatively fill gaps between what the narrator said and what he could have said during the interview but did not. The intertextual activity on the part of the listener aims to expand, retrospectively, the positioning of the interviewee so as to make more visible his ideological dilemma, uncovered through conversation analysis and critical discourse analysis of an interview narrative about the social trauma of being an Italian-Australian interned during World War II.

scholarly journals A Critical Discourse Analysis of Students' Anonymous Online Postings

2010 ◽  
pp. 239-248
Author(s):  
Dick Ng’ambi
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Social Practice ◽  
Teaching And Learning ◽  
Education Institution ◽  
Social Practices ◽  
Three Dimensions ◽  
Critical Discourse ◽  
Message Service ◽  
Commerce Students

It is difficult to understand students’ social practices from artifacts of anonymous online postings. The analysis of text genres and discursive types of online postings has potential for enhancing teaching and learning experiences of students. This article focuses on analysis of students’ anonymous online postings using Critical Discourse Analysis (CDA). The article argues that social practices reproduce during online interaction and artifacts embody such reproduction. A study involving more than 300 commerce students at a higher education institution (HEI) using a special purpose anonymous online consultation tool, the Dynamic Frequently Asked Questions (DFAQ), and social practices embodied in the artifacts is analyzed using CDA. The analysis used the three dimensions of CDA—description (text genres), interpretation (discursive type), and explanation (social practice)—and insights into students’ social practices were inferred. The article concludes that CDA of anonymous postings provided insight into social practices of students and, in particular, highlighted the tension between perceptions of inflexibility of traditional teaching practices and student demands for flexible learning. Finally, CDA, as described in this article, could be useful in analyzing e-mail communications, short message service (SMS) interactions, Web blogs, and podcasts.

scholarly journals EXAMINING EFL CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Nurul Wulanda ◽  
Anni Holila Pulungan ◽  
Isli Iriani Indiah Pane
Keyword(s):  
Learning Process ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
English Teacher ◽  
The Subject ◽  
Teaching Learning ◽  
Response Feedback ◽  
Communicative Skill ◽  
Learning English

The aim of this study were (a) to identify classroom discourse patternings of EFL classroom interaction based on Sinclair and Coulthard Model, and (b) to describe how EFL classroom interaction affects the students’ learning process based on Sinclair and Coulthard Model. The subject of this study were an English Teacher, and 40 students of XI MIA 1, SMA Swasta Nurul Iman. The instrument for collecting data were observation and recording. The result of this research were the following, (a) it was found that in the classroom discourse, there were seven patterns initiated by the teacher and four patterns initiated by the student as the IRF (Initiation-Response-Feedback) was used more often by the teacher, (b) the interaction affects the teaching learning process in a way how the lesson passed on to the student affects the goal of learning English itself to be able to use English both inside and outside the classroom. It can be concluded that the students were not getting used to interact with English, and the goal of communicative skill in English was not achieved. Thus, the teachers should reorganize the activities which can foster more interaction by using English in the classroom. Keywords: Classroom interaction, classroom discourse, Sinclair and Coulthard, IRF Pattern.

scholarly journals Didactic Symbol of Visual Images in EFL Textbook: Multi-modal Critical Discourse Analysis

2020 ◽  
Vol 8 (1) ◽  
pp. 51
Author(s):  
Titin Purwaningtyas
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Visual Image ◽  
Critical Discourse ◽  
Visual Images ◽  
Analysis Method ◽  
Multimodal Discourse ◽  
Image Appearance ◽  
The Subject

The textbook plays an essential role for students in the teaching and learning process. Imagery, combined with texts in the textbook, makes subjects easy to understand. Images are generally used to convey things we can't tell in the text. Visual images help students make sense of output and input around them. This study investigates the representation of the visual image in the EFL textbook proposed by using a multimodal discourse analysis method. The researcher used the framework from Kress van Leeuwen. Information from all visual images consist of 158 images in the Indonesian EFL textbook is collected as the data in this study. The results showed that females (70%) portions were more commonly portrayed than males ( 30%). In terms of social roles, females have the same proportion of occupations as males. In terms of image appearance, the foreign and Indonesian cultures portrayed to show the tolerance culture. This study aims to explore the meaning of the integrated use of semiotic resources, such as visual image representation in the textbook. The researcher expected students and teachers as textbook users could increase their understanding with the subject of teaching and learning by interpreting the visual images effectively. This study recommends to the textbook user that visual images appearances can strengthen the text or written material in the textbook. Also, it suggests textbook publishers be more concerned and synchronize between the written content and the visual representation portrayed not to occur misinterpretation among the textbook users.

scholarly journals AN ATTITUDINAL SYSTEM ANALYSIS OF TEACHER’S TALK IN EFL CLASSROOM INTERACTION

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Evi Septiani Rahayu ◽  
Rama Dwika Herdiawan ◽  
Eva Fitriani Syarifah
Keyword(s):  
Secondary School ◽  
Critical Discourse Analysis ◽  
Qualitative Method ◽  
System Analysis ◽  
Classroom Interaction ◽  
Critical Discourse ◽  
Appraisal Theory ◽  
English Teacher ◽  
Science Class ◽  
Dominant Type

This present study is intended to analyze the dominant type of attitudinal system that expressed by the teacher. This study utilized qualitative method with Critical Discourse Analysis (CDA) as research design. As for research sampling, this study involved an English teacher and one science class of eleventh grade students in one of secondary school in Majalengka. In order to collect the data, the researcher utilized the instrument of observation. Then, this data were analyzed by using Appraisal Theory that proposed by Martin and Rose (2007). As for the results, this research found that the dominant type of attitudinal system that expressed by the teacher is Affect category. It indicated that both the teacher frequently expressed his opinion, feeling and emotion through their talk. Furthermore, these talks mostly expressed in positive way. It indicated that the teacher always tried to build a positive atmosphere by saying positive talks in order to stimulate the students to become active in the classroom. Therefore, it can be said that it is very important for the teachers to pay more attention in managing their talk since it can affect students’ interaction in the classroom.

scholarly journals Melawan Kekuasaan Dengan Puisi

ATAVISME ◽  
2012 ◽  
Vol 15 (1) ◽  
pp. 49-58
Author(s):  
Tengsoe Tjahjono
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
Community Awareness

Puisi bukan hanya berurusan dengan bentuk ekspresi dan isi, namun juga aksi, yaitu ba­ gaimana puisi mampu terlibat dalam membangun kesadaran bagi masyarakat tentang persoalan hidup mereka. Tulisan ini mengaji perlawanan Rendra dan Wiji Thukul terhadap kekuasaan melalui puisi. Fokus kajian adalah alasan Rendra dan Wiji Thukul melakukan perlawanan dan bagai­mana konstruksi puisi perlawanan mereka. Kajian ini memakai analisis wacana kritis Fairclough yang meliputi langkah­langkah deskripsi, interpretasi, dan eksplanasi. Dari kajian itu disimpulkan bahwa Rendra dan Thukul sama­sama menulis puisi yang mengangkat keberpihakan mereka pada yang tertindas dan dimarginalkan dengan gaya dan latar pribadi yang berbeda. Abstract: Poetry is not just dealing with the type of expression and its content, but also action, that is how poetry can engage in building the community awareness on issues of their lives. This paper tries to analyze the resistance of Rendra and Wiji Thukul to power through poetry. Focus of the study is Rendra and Wiji Thukul’s reasons in taking the fight and how is the construction of their resistance poetry. This study uses Fairclough’s critical discourse analysis that consists of description, interpretation, and explanation. From the study, there is a conclusion that Rendra and Thukul have composed poetries trying to raise their alignment with the marginal community expressed in different styles and personal backgrounds. Key Words: poetry, resistance, power, critical discourse analysis

scholarly journals PRINCIPLES FOR EFFECTIVE CLASSROOM DISCOURSE

2015 ◽  
pp. 22-35
Author(s):  
Omar Albukbak
Keyword(s):  
Discourse Analysis ◽  
Key Words ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Zone Of Proximal Development ◽  
Classroom Activity ◽  
Proximal Development ◽  
Language Competence ◽  
Language Classroom

This article examines the importance of discourse analysis in language classroom. At the outset it describes what the discourse analysis is and its implications. It then proceeds to show the reasons for the learners’ difficulties in developing communicative competence and what the teacher should do to get over this problem. This paper also identifies the difficulties the Libyan learners of English face in acquiring English required to communicate in different situations. Then it explains the theory of zone of proximal development and examines the scope of scaffolding which can lead learners to engage in discourse authentically. It also examines the importance of collaborative learning to develop the students’ language competence. An example of a classroom activity is also presented. The article ends with the conclusion that discourse analysis in language classroom will greatly aid in language teaching and learning. Key Words: Discourse analysis, scaffolding, zone of proximal development

scholarly journals Ostension, inference and response: analysing participant moves in Community Interpreting dialogues

2021 ◽  
Vol 5 ◽  
Author(s):  
Ian Mason
Keyword(s):  
Discourse Analysis ◽  
Critical Discourse Analysis ◽  
Conversation Analysis ◽  
Real Time ◽  
Power Distribution ◽  
Causal Models ◽  
Critical Discourse ◽  
Mediated Communication ◽  
The Real

Following a review of the methods employed in some recent studies, this paper proposes a wayforwardfor pragmatics-sensitive research into actual participant moves in community interpreting events. Its aim is to overcome some of the objections that have been raised to methods in critical discourse analysis, conversation analysis and pragmatics and to relate microlevel analysis of participants’ utterances to the broader issues of role, power distribution, norms and so on that have dominated discussion of interpreter-mediated communication. Adopting a broadly ostensive-inferential view of communication, we examine the nature of the evidence that can be adduced in support of causal models and suggest that it is to be found in the real-time responses of the participants themselves to each other ’s moves rather than in analysts’ imagined reconstruction of context, intentionality and acceptability.

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