Detail Observing Teaching And Learning Processes (Ethnography Of Speaking In The Classroom)   Oleh:  Wajdi, Majid Jenis: Article from Proceeding Dalam koleksi: 57th TEFLIN International Conference: Revitaziling professionalis in ELT as a response to the globlazed world, Bandung, 1-3 November 2010 Topik: Classroom Practices; speech acts; teaching-learning; general functions and instructional functions of speech acts. Fulltext: Majid Wajdi.pdf (68.6KB) Isi artikel This research was conducted to observe teaching processes of the second year students of a private senior high school. This study applies qualitative research method through observation procedures. The researcher himself is the key instrument of data collection, aided by audio and video recorder to record all the classroom activities during the English class. This study aimed at describing, explaining and analyzing (1) the types of speech acts, (2) the general functions of speech acts, (3) the instructional functions of speech acts and the analyses of classroom speech acts produced in the teaching and learning of English as a foreign language. The research showed that the numbers of constatives produced are 357 utterances: 257 utterances are produced by the teacher and 100 utterances belong to the students. Directives are 250 utterances: 243 utterances by the teacher and the rest of 7 utterances belong to the students. It is found the production of commissives of 34 utterances: 2 utterances produced by the teacher and 32 utterances by the students, followed by acknowledgements produced by the students of 4 utterances. Borrowing Edmonson-House’s term (see Trosborg, 1994: 120) i.e. didactives are found 64 utterances (correct, repeat, evaluate) produced by the teacher and the students. The general functions of constatives are assertives, informatives, descriptives, and responsives. Directives serve requestives, advisories, prohibitives and requestives functions. Commissives are functioned as promises and offer functions. Acknowledgments are used as greet and thank functions. Didactives serve disputives, descriptives, informatives and confirmatives functions. The instructional functions of constatives, directives, and didactives are control and organizational functions. Acknowledgments are used to express motivational or evaluative function. The findings show that the English class, which involved two parties – the teacher and the students – differed with respect to the distribution of talking time. The teacher took up 79% of the talking time; while the distribution of talking time in the students’ favour was 21%. There are twenty participants studying English with the topic of speaking. It means that every student only took an opportunity to produce one utterance during 70 minutes of the learning time. It is obvious that most of the students often enjoy playing a predominantly inactive role, and feel ‘happy’ with the teacher’s initiative. It is shown that the students who practise listening comprehension, whereas the teacher practises oral proficiency. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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