Discourse Analysis: How Discourse Takes Into Account in EFL Setting Classroom (the Classroom Observation at a Vocational School, Ciputat)  

Oleh:

Astuti, Ika Yuli

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 13 : Konferensi Linguistik Tahunan Atma Jaya Ketiga Belas : Tingkat Internasional, Jakarta, 8-9 April 2015, page 79-82.
Topik: Conversation Analysis (CA); Questioning Strategies; Feedback; Time-Management; Reticence; context shaped
Fulltext: (79-82) Ika Yuli Astuti - Discourse Analysis . . . - 010415.pdf (168.58KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 13 Non-tandon: tidak ada Tandon: 1

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Classroom interactions reveal how discourse occurs in the process of co--constructing information during English Language Learning in EFL (English as Foreign Language) classroom in Indonesia. EFL teachers are often busy on how they will design the syllabus by combining the materials with a specific appropriate teaching technique without seriously considering on the role of discourse and its’ effects in their classroom. Questioning strategies, feedback, time-management, and reticence dealing will become parts of the discussion in this paper. The main aim of the findings is to provide important information for teachers’ development in managing the flow of classroom discourse. Conversation Analysis (CA) Approach is conducted to examine the social interaction in relation on meaning, context-shaped, and context-renewing. The interactions in the classroom are video-recorded, analyzed, and thus enable teachers to collect information from it and develop their ways of managing classroom discourse. The most interest finding is probably on reticence dealing which takes more effort and consumes much time. Questioning strategies together with time-management should be carefully managed in order to achieve the goal of the learning. The last but not least, the writer would like to invite language researchers, instructors, and experts to analyze more on classroom discourse in EFL setting so that the findings will give insights to the EFL teachers that classroom discourse is, indeed, important.

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